Abstract
Although anxiety in the context of learning a foreign language has been widely studied, the anxiety experienced by foreign language teachers seems to be neglected. While research primarily focuses on foreign language anxiety in a learning context, there is insufficient research to assess the psychometric properties of Foreign Language Teaching Anxiety (FLTA) scale among Iranian teachers. Therefore, this study aims to present the preliminary results of the validity and reliability of the Foreign Language Teaching Anxiety Scale (FLTAS) among Iranian teachers. Using a convenience sampling procedure, a total of 468 Iranian foreign language teachers (female, n = 333) responded to an online survey. The confirmatory factor analysis results showed a 5-factor structure resembling the original factor structure in the Persian language. Moreover, the results showed that the Persian version of FLTA exhibited high internal consistency and test–retest reliability. Overall, the results support the validity and reliability of the Persian version of the FLTAS, which can be used to assess foreign language teaching anxiety.
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Details
1 University of Isfahan, Department of Psychology, Faculty of Education & Psychology, Isfahan, Islamic Republic of Iran (GRID:grid.411750.6) (ISNI:0000 0001 0454 365X)
2 Faculty of Humanities & Physical Education, Gonbad Kavous University, Department of Foreign Languages, Gonbad-e Kavus, Islamic Republic of Iran (GRID:grid.460120.1) (ISNI:0000 0004 7975 973X)
3 Safahan Institute of Higher Education, Department of Educational Sciences, Isfahan, Islamic Republic of Iran (GRID:grid.460120.1)
4 Arak University, Department of Psychology and Education, Arak, Islamic Republic of Iran (GRID:grid.411425.7) (ISNI:0000 0004 0417 7516)