Exploring pre-service English teachers' perspectives on the impacts of anxiety on Listening and Speaking skills among high school students

Abstract

This study aims to determine pre-service teachers' perspectives on how anxiety impacts listening and speaking skills among high school students. There are 93 participants, who are third-year and final-year students who are enrolled in English Teacher Education major at a university and 5 students volunteered to participate in the interview in the study. The mixed- method is used in this thesis. There is a questionnaire with 30 items for collecting quantitative data and interviews for collecting qualitative data. The results of the study indicate that pre-service English teachers at a university recognize the significant impact of anxiety on high school students' listening and speaking skills. A majority of participants expressed concerns about creating a supportive and encouraging classroom environment to alleviate anxiety. They highlighted the importance of implementing effective teaching strategies and providing emotional support to help students overcome anxiety-related challenges. Additionally, these findings also elucidated the perceptions about the impact of anxiety on language skills among pre-service teachers. They might reveal that there are discernible differences in how anxiety’s impacts are viewed by different educators. This emphasizes the need for teacher training programs to address anxiety management techniques and enhance their ability to create a positive learning atmosphere conducive to language skill development.