Browsing by Author "Guerza, Omar"

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    Exploring Foreign Language Teaching Anxiety Among pHd student-teacher Types Sources and coping strategies at Abbes Laghrour Khenchela University
    (UNIVERSITY OF ABBES LAGHROUR-KHENCHELA, 2026) Bouti, Hidaya; Guerza, Omar
    Abstract This study was conducted on the topic of foreign language teaching anxiety among novice PhD student-teachers at Abbas Laghrour University, Khenchela, Algeria, with the purpose of exploring the types of teaching anxiety they experience, identifying the sources of that anxiety, and documenting the personal coping strategies they use to manage it. This study is based on the understanding that PhD student-teachers occupy a unique and particularly challenging position, as they are required to teach English courses while simultaneously completing their doctoral research and thesis, which creates a dual pressure that has rarely been explored in the existing literature. To investigate this topic, a qualitative phenomenological design was adopted, and data were collected through a semi-structured interview protocol consisting of sixteen open-ended questions that were sent via email to all twenty-one PhD students who teach English at the university. Sixteen participants responded and completed the interview. The collected data were analyzed using thematic analysis following the six-phase framework proposed by Braun and Clarke (2006). After analyzing the responses, three main themes were identified. The first theme revealed three types of teaching anxiety experienced by participants: evaluative anxiety, which is the fear of being negatively judged by students; linguistic anxiety, which is the worry about accent, pronunciation, and vocabulary use; and classroom management anxiety, which is the fear of losing control of the classroom. The second theme identified five main sources of anxiety: lack of teaching experience, fear of negative student evaluation, the pressure of combining PhD studies with teaching responsibilities, challenging student behavior, and linguistic insecurity as a non-native speaker of English. The third theme identified three personal coping strategies used by participants to manage their anxiety: thorough lesson preparation, seeking supervisor or mentor support, staying calm and redirecting the class during difficult moments. It is suggested that universities should provide proper pedagogical training for PhD student-teachers before they enter the classroom, create structured mentoring programs. Moreover, supervisors need to acknowledge the dual pressures their doctoral students face and provide regular, constructive, and emotionally sensitive support throughout the teaching experience.