Language anxiety of english teachers in a private school of Medellín

Abstract

This research investigates the language anxiety experienced by English teachers in a private school in Medellín, Colombia. The study explores the perceptions and perspectives of non-native English-speaking teachers on the challenges they face and the factors that contribute to their language anxiety, such as their concerns about their linguistic proficiency and their discomfort when being observed teaching English. The findings reveal significant concerns tied to language proficiency's impact on teaching dynamics and a discernible pattern of anxiety affecting classroom language interactions. However, the study also finds that teaching experience and nonverbal cues can alleviate language-related anxiety. These findings offer a comprehensive understanding of language anxiety among EFL teachers, benefiting educators and researchers in formulating strategies for anxiety reduction and improved language instruction practices. The study also bears profound significance for its focus on the pivotal role of linguistic competence in effective instruction, bridging gaps in existing research and providing the basis for transformative reforms in the landscape of language education in Medellín.