Understanding the Meanings of English Speaking Anxiety for EFL Pre-Service Teachers During Their Teaching Practicum: A Phenomenological Study

Abstract

Speaking anxiety is one of the most common psychological challenges experienced by EFL pre-service teachers during teaching practicum. Previous studies have mainly focused on identifying the causes, symptoms, and coping strategies for speaking anxiety, At the same time, limited attention has been given to how EFL pre-service teachers interpret and construct meaning from those experiences. Therefore, this research aims to explore how EFL pre-service teachers interpret and make meaning of their speaking anxiety during teaching practicum. This study uses a qualitative approach with Creswell’s Phenomenological Data Analysis framework. Three EFL pre-service teachers were selected through purposive sampling, and data were collected through purposive semi-structured interviews. Data were analyzed using Creswell’s (2013) phenomenological analysis adapted from Moustakas (1994). The findings revealed four main themes: (1) the lived experience of speaking anxiety, (2) triggers of speaking anxiety during teaching practicum, (3) coping with speaking anxiety, (4) making meaning of speaking anxiety. This study concludes that speaking anxiety should be viewed not only as a challenge to overcome but also as a meaningful experience that contributes to the professional development of EFL pre-service teachers. The findings provide insights for teacher education programs to better support pre-service teachers in processing their speaking anxiety more effectively during teaching practicum.