Exploring Foreign Language Teaching Anxiety: A Case Study of Pre-Service Teachers Professional Education Program

Foreign Language Teaching Anxiety (FLTA) is a significant concern among pre-service teachers, particularly in the Indonesian educational context. This study explores the key factors contributing to FLTA, the coping strategies employed by teachers, and the role of the Teacher Education Program (PPG) in alleviating teaching-related stress. Using a case study design, interviews were conducted with two in-service teachers who had completed the PPG program, and the data was analyzed thematically based on the Foreign Language Teaching Anxiety Scale (Horwitz, 1996). Findings indicate that students' lack of enthusiasm and teachers' self-perception of language proficiency are primary sources of anxiety. In response, teachers adopt various strategies, including lesson plan modifications and raising students' awareness. Additionally, PPG plays a significant role in reducing anxiety by enhancing pedagogical skills and reshaping instructors' perspectives. The study provides insights into FLTA within Indonesian education, offering valuable implications for teacher training programs and strategies to better support pre-service teachers in overcoming language teaching anxiety.