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Preliminary analysis of the Foreign Language Teaching Anxiety Scale (FLTAS) in Iranian teachers

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Veröffentlicht in:Language Testing in Asia vol. 15, no. 1 (Dec 2025), p. 44
1. Verfasser: Kalani, Simindokht
Weitere Verfasser: Rajabi, Mojtaba, Heshmatifar, Leila, Asanjarani, Faramarz
Veröffentlicht:
Springer Nature B.V.
Schlagworte:
Iran
Teaching
Language proficiency
Second language instruction
Training
Student teachers
Teacher education
Questionnaires
Test validity and reliability
Likert scale
Foreign language learning
Learning environment
Preservice teachers
Classroom management
Anxiety
Quantitative psychology
Language teachers
Pedagogy
Affect (Psychology)
Persian language
English as a second language
Second language teachers
Marital status
Time management
Qualitative research
Reliability
Confirmatory factor analysis
Property
Learning
Teachers
Foreign languages
Language acquisition
Factor analysis
Sampling
Student Teacher Supervisors
Retention (Psychology)
Teacher Effectiveness
Educational Practices
Negative Attitudes
Likert Scales
Teacher Education Programs
Psychometrics
Self Esteem
Preservice Teacher Education
Learning Processes
English (Second Language)
Student Interests
Classroom Techniques
Second Language Learning
English Teachers
Employment Level
Classroom Environment
Educational Background
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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.
ISSN:2229-0443
DOI:10.1186/s40468-025-00381-w
Quelle:Education Database