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Background and objectives <p>The role of anxiety in second language acquisition (SLA) research is well established. Following the dynamic turn in SLA research [<CitationRef CitationID="CR1">1</CitationRef>], there has been a significant increase in studies examining anxiety from a dynamic and temporal perspective. However, while most studies focus on student anxiety, research on the temporal dimensions of language teachers’ anxiety remains limited, particularly in studies utilizing Complex Dynamic Systems Theory (CDST)-compatible methods. This study aims to address this gap by examining the dynamic anxiety of two English teachers using an idiodynamic approach, with the overarching purpose of providing a deeper understanding of how their anxiety fluctuates during and across teaching sessions.</p> Methods <p>Data were collected from two experienced multilingual English teachers through idiodynamic self-ratings, reflective journals, and semi-structured interviews. Descriptive and thematic analyses were conducted to identify patterns of anxiety fluctuations within and across participants.</p> Results <p>The analysis revealed fluctuations in anxiety levels both within and across participants. Factors such as problems with instruction, student distractions, and classroom management contributed to anxiety fluctuations, whereas experience, emotion regulation strategies, and active student participation helped stabilize anxiety.</p> Conclusion <p>This study contributes to the evolving field of anxiety research by examining teacher anxiety from a dynamic perspective. The findings underscore the importance of addressing fluctuating anxiety levels in teacher training programs to enhance classroom effectiveness and promote teacher well-being.</p>

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Exploring temporal variations in anxiety in multilingual English teachers: an idiodynamic approach

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年4月10日

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  • Ramazan Yetkin,
  • Zekiye Özer-Altınkaya

摘要

Background and objectives

The role of anxiety in second language acquisition (SLA) research is well established. Following the dynamic turn in SLA research [1], there has been a significant increase in studies examining anxiety from a dynamic and temporal perspective. However, while most studies focus on student anxiety, research on the temporal dimensions of language teachers’ anxiety remains limited, particularly in studies utilizing Complex Dynamic Systems Theory (CDST)-compatible methods. This study aims to address this gap by examining the dynamic anxiety of two English teachers using an idiodynamic approach, with the overarching purpose of providing a deeper understanding of how their anxiety fluctuates during and across teaching sessions.

Methods

Data were collected from two experienced multilingual English teachers through idiodynamic self-ratings, reflective journals, and semi-structured interviews. Descriptive and thematic analyses were conducted to identify patterns of anxiety fluctuations within and across participants.

Results

The analysis revealed fluctuations in anxiety levels both within and across participants. Factors such as problems with instruction, student distractions, and classroom management contributed to anxiety fluctuations, whereas experience, emotion regulation strategies, and active student participation helped stabilize anxiety.

Conclusion

This study contributes to the evolving field of anxiety research by examining teacher anxiety from a dynamic perspective. The findings underscore the importance of addressing fluctuating anxiety levels in teacher training programs to enhance classroom effectiveness and promote teacher well-being.