{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/120577"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/120577","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Language teaching anxiety among university level language teachers","abstract":"Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2025-05-01","abstract_html":"Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2025-05-01","abstract_has_math":false,"creators":["Leroux IV, William Roy"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Teaching of English Sec Lang","degree_department":null,"school":null,"contributors":["Yan, Xun","Ionin, Tania","Thrasher, Tricia"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-05","date_published":"2023-05","updated_at":"2026-07-22T22:24:57Z","subjects":["Language Anxiety","Teacher Anxiety","Negative Emotions","Affective Variables","Survey","Fltas"],"languages":["en","eng"],"rights":["Copyright 2023 William Leroux IV"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/120577","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Yan, Xun","Ionin, Tania","Thrasher, Tricia"]},{"key":"dc:creator","label":"Author","values":["Leroux IV, William Roy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2023-05","2023-05-04"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teaching of English Sec Lang"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Language Anxiety","Teacher Anxiety","Negative Emotions","Affective Variables","Survey","Fltas"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2023 William Leroux IV"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/120577"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2025-05-01","The student, William Leroux IV, accepted the attached license on 2023-04-29 at 18:14.","The student, William Leroux IV, submitted this Thesis for approval on 2023-04-29 at 18:19.","This Thesis was approved for publication on 2023-05-04 at 16:43.","DSpace SAF Submission Ingestion Package generated from Vireo submission #19264 on 2023-09-01 at 17:22:12","Language anxiety is a situation specific anxiety that hampers learning in second language classrooms. It has been well explored among student populations, but its effects on other classroom stakeholders, namely teachers, remains insufficiently researched. This study uses a survey to investigate the language anxiety experienced by language instructors at universities and colleges in the United States. The survey contains both psychometric scales (the Foreign Language Teaching Anxiety Scale and the GAD-7) and open-ended questions to help elaborate the extent to which these teachers experience anxiety, and the strategies that they use to cope with that anxiety. In total, 129 teachers responded to the survey. 62 of these were native speakers of the language that they taught, while 67 were non-native speakers. 87 worked as teaching assistants, while 42 had other full-time positions, such as instructors and professors. Results indicated that there is no statistically significant difference between the level of language anxiety experienced by non-native and native teachers. However, within the non-native category, self-reported proficiency levels were significant indicators of anxiety. When it came to coping techniques for dealing with language anxiety (e.g., positive thinking), no single strategy emerged as superior, but several patterns of participant responses warrant further discussion and research. This study ends with a discussion which offers suggestions for future research and policies to address teacher anxiety."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Language teaching anxiety among university level language teachers"]}]}],"canonical_facts":{"dc:contributor":["Yan, Xun","Ionin, Tania","Thrasher, Tricia"],"dc:creator":["Leroux IV, William Roy"],"dc:date":["2023-05","2023-05-04"],"dc:description":["Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2025-05-01","The student, William Leroux IV, accepted the attached license on 2023-04-29 at 18:14.","The student, William Leroux IV, submitted this Thesis for approval on 2023-04-29 at 18:19.","This Thesis was approved for publication on 2023-05-04 at 16:43.","DSpace SAF Submission Ingestion Package generated from Vireo submission #19264 on 2023-09-01 at 17:22:12","Language anxiety is a situation specific anxiety that hampers learning in second language classrooms. It has been well explored among student populations, but its effects on other classroom stakeholders, namely teachers, remains insufficiently researched. This study uses a survey to investigate the language anxiety experienced by language instructors at universities and colleges in the United States. The survey contains both psychometric scales (the Foreign Language Teaching Anxiety Scale and the GAD-7) and open-ended questions to help elaborate the extent to which these teachers experience anxiety, and the strategies that they use to cope with that anxiety. In total, 129 teachers responded to the survey. 62 of these were native speakers of the language that they taught, while 67 were non-native speakers. 87 worked as teaching assistants, while 42 had other full-time positions, such as instructors and professors. Results indicated that there is no statistically significant difference between the level of language anxiety experienced by non-native and native teachers. However, within the non-native category, self-reported proficiency levels were significant indicators of anxiety. When it came to coping techniques for dealing with language anxiety (e.g., positive thinking), no single strategy emerged as superior, but several patterns of participant responses warrant further discussion and research. This study ends with a discussion which offers suggestions for future research and policies to address teacher anxiety."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/120577"],"dc:language":["en","eng"],"dc:rights":["Copyright 2023 William Leroux IV"],"dc:subject":["Language Anxiety","Teacher Anxiety","Negative Emotions","Affective Variables","Survey","Fltas"],"dc:title":["Language teaching anxiety among university level language teachers"],"dc:type":["text"],"thesis:degree_discipline":["Teaching of English Sec Lang"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:57Z"}