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d. Teachers Language Proficiency
Teachers language proficiency influences the emerged of foreign language anxiety in using English as classrooms language. English language
proficiency are listening, speaking, writing, and reading. In relation with classroom language, the language proficiency refers to speaking proficiency.
Teachers who do not have confident in their English proficiency might use their first language in teaching more often Klanrit Sroinam, 2012.
Besides, EFL teachers also have the possibility in mispronouncing, misspelling, making grammar mistakes, or even not knowing the meaning
andor translation of a certain vocabulary which can cause them to feel anxious and discomfort
İpek, 2016. Therefore, EFL teachers might use their mother language instead of having difficulty when they feel not
confident with their language proficiency.
e. Teachers Expectations toward Students English Proficiency
Teachers expectations on the students English proficiency can influence whether the teachers will use English in teaching process.
Teachers may perceive that the students with poor English proficiency will be disorganized if English is used as a classroom language Klanrit
Sroinam, 2012. Besides, the students with poor English proficiency will have difficulties in understanding what the teachers are talking about. As a
result, teacher may use the native language to make the students understand, although teachers may feel unhappy or even guilty when they have to do so
İpek, 2016. This kind of expectation can cause two possible outcomes; PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20 whether the teacher will stop using English or keep using English with the
help of native language.
f. Teaching a Particular Language Skill
Teaching a particular language skill can also emerge foreign language anxiety. The study from İpek 2016 showed that EFL teachers
can feel anxious when they teach particular language skill which covers listening, speaking, reading, writing, and also grammar. This anxiety is
caused by several factors such as; teachers have not taught the certain skill before, teachers do not have confident in their language skill, or teachers
perceive that teaching different skills have different difficulties. The study from İpek 2016 showed that EFL teachers can have anxiety when they
teach any language skills, with grammar as the most anxiety provoking subject to be taught. Further, the study from Numrich 1996 also revealed
teaching grammar as the most anxiety provoking.
3. Pre-Service Teachers Strategy to Overcome Professional Identity
Kategori