NNESTs, anxiety, ESL/EFL, proficiency, learning strategies
Research suggests that nonnative English-speaking teachers (NNESTs) suffer anxiety because of their self-perceived inadequate language ability. This paper reports on an online survey of 63 NNESTs and teacher trainees in English as a Second Language (ESL) and English as a Foreign Language (EFL) settings that investigated the participants’ perceived language abilities and their approaches to anxiety and language learning. The results reveal that more than half of the participants were content with their overall language abilities although their levels of contentment varied with distinct skills. The survey results also indicate a complex relationship between NNESTs’ perceived language proficiency levels and their anxiety about teaching English. Additionally, the survey also documented the participants’ anxiety management methods, language learning strategies, and language learning beliefs. Reflecting on the results, I propose a Christian approach to NNEST issues in terms of self-perception, professional development, and the roles of Christian teacher trainers and colleagues.
"Nonnative English-speaking Teachers’ Self-perceived Language Proficiency Levels, Anxieties, and Learning Strategies,"
International Journal of Christianity and English Language Teaching: Vol. 1
, Article 4.
Available at: https://digitalcommons.biola.edu/ijc-elt/vol1/iss1/4