EFL Teachers' Apprehension: a Study of Antecedents and Ramifications

This study explored teacher apprehension by collecting self-report data from language teachers. The qualitative data for this study were collected via semi-structured interviews, open-ended questions, diary, and observation. The antecedents of English as a Foreign Language (EFL) teachers' apprehension comprised attitudinal factors, organizational factors, classroom management, and L2-related factors. The ramifications of EFL teachers' apprehension included attitudinal factors, job-related factors, stress coping strategies, and smart classroom management. The multitude of the antecedents of EFL teachers' apprehension was clustered in the light of three broad conceptualizations: trait vs. state, internal vs. external, and controllable vs. uncontrollable dimension. The consequences were subsumed under facilitative and debilitative effects.