Özet:

This paper aims at exploring the perceptions of teacher trainees’ foreign language speaking anxiety. The participants of the study include 72 English Language Teaching Department (ELT) trainees, and 3 instructors of Muğla Sıtkı Koçman University. In the study a hybrid design research methodology was employed. To this end, firstly the participants were administered the Foreign Language Classroom Anxiety Scale (FLCAS).Then the qualitative data were collected by means of semi-structured interviews from six students who completed the scale. Finally, three ELT department instructors were interviewed to gather qualitative data. The analyses of the data showed that participants had a moderate level of foreign language anxiety and anxiety provoking situations were found to be making mistakes, fear of negative evolution, immediate error correction, competitive classroom environment, formal language use, peer pressure that affects students' English language learning anxiety.

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