LANGUAGE ANXIETY AND PEDAGOGICAL PREFERENCES: A STUDY OF PRE-SERVICE TEACHERS OF ENGLISH

This study investigated the pedagogical preferences of preservice teachers of different language anxiety levels. Participants were 113 pre-service teachers (29 males, 84 females) in the second semester of the Foundation Program for a B. Ed. (TESL) Program. Data on the extent of language anxiety was collected through administration of the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz, Horwitz & Cope, 1986). Based on their total score in the language anxiety scale, pre-service teachers were categorized into three levels of language anxiety, namely low language anxiety (LLA), moderate language anxiety (MLA) and high language anxiety (HLA). Pre-service teachers were also required to respond to a 22-item questionnaire on their pedagogical preferences in English class. The findings showed that LLA pre-service teachers appeared to have greater preference for working individually at learning tasks, being involved in oral exercises, and taking part in role plays, drama, simulations and games compared to HLA pre-service teachers. Pre-service teachers’ reasons for liking or disliking specific pedagogical activities are also presented. Pedagogical implications of the findings and suggestions for further research are included in this article.