Teaching English for the first time: anxiety among Japanese elementary-school teachers

Machida, Tomohisa

Permalink

https://hdl.handle.net/2142/24324 Copy

Description

Title

Teaching English for the first time: anxiety among Japanese elementary-school teachers

Author(s)

Machida, Tomohisa

Issue Date

2011-05-25T15:02:11Z

Director of Research (if dissertation) or Advisor (if thesis)

Walsh, Daniel J.

Doctoral Committee Chair(s)

Daniel J. Walsh

Committee Member(s)

• Golato, Peter
• Sadler, Randall W.
• Willis, Arlette I.
• Bishop, Hugh

Department of Study

Curriculum and Instruction

Discipline

Elementary Education

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• English language education
• anxiety
• elementary school
• teacher

Abstract

English language education officially started in Japanese elementary schools in 2009. Homeroom teachers, whether experienced or not, are responsible for teaching the subject to students. Additionally, teachers are often required to team-teach with a native English speaker. It is plausible that Japanese teachers are anxious about teaching English. This study investigated Japanese teachers’ English anxiety and its sources. Teachers’ anxiety-coping strategies were also examined. English anxiety includes (a) anxiety about a teacher’s own English proficiency and (b) anxiety about teaching English. There were 133 Japanese elementary school teachers participating in the present study, as well one native English teacher, and three in-service teacher trainers. The Teacher Foreign Language Anxiety Scale (Horwitz, 2008), the Situational Teaching Anxiety Scale, follow-up interviews, and a survey were used in this study. Data showed that 77.4% of teachers were anxious about their own English proficiency, and 90.2% of them were anxious about teaching English. The sources of anxiety included lack of experience and training for teaching English and lack of confidence in English communication. Teachers experienced two phases of anxiety, depending on their English teaching experience. The study also has educational implications for less-experienced teachers who have to understand that there are two phases of anxiety. Furthermore, support by the city board of education is important for diminishing teachers’ anxiety.

Graduation Semester

2011-05

Permalink

http://hdl.handle.net/2142/24324

Copyright and License Information

Copyright 2011 Tomohisa Machida

Owning Collections