Conceptual Framework

Aside from the level of teaching anxiety among ESL teachers as the key concept

of the study, there are also other concepts which are essential in the study. These

components are the factors that contribute to teaching anxiety and copings strategies in

reducing teaching anxiety. The paradigm of the study shown in Figure 1 presents the

relationship of the key concept and other related ideas in the study.

INPUT PROCESS OUTPUT

Identification of:

Analysis of: 1. Level of

A. Teaching
Anxiety Teaching Anxiety
1. Survey among Home-
Questionnaires Based ESL
B. Factors of
Validation and Teachers on
Teaching Anxiety
Reliability Testing Applying
C. Home-based Grammar and
2. Scores of Understanding
Online ESL
Respondents on Literature
Teachers
the Survey
Questionnaires 2. Factors that
D. Questionnaires
to Home-based Contribute to the
3. Interview Teaching Anxiety
Online ESL
Transcriptions among Home-
Teachers
Based ESL
4. Triangulation of Teachers
E. Interview with
Qualitative Data
Home-based
(Interview) to 3. Measures that
Online ESL
Quantitative Data Home-based ESL
Teachers
(Scores) Teachers do to
Reduce Anxiety

Figure 1. Paradigm of the study

 The teaching anxiety level of the home-based online ESL teachers in terms of

teaching applying grammar and understanding literature will be gathered through a

quantitative data collection through a survey and the data gathered will be analyzed

separately from the qualitative data. On the other hand, the data regarding the factors

that contribute to the teaching anxiety and measures that home-based ESL teachers do

to reduce anxiety will be gathered through a qualitative data collection which is an

interview. The data will then be analyzed accordingly. After the data analysis from both

the qualitative and quantitative designs, data will be related to each other into a single

interpretation and generalization.

Constructivism, Communicative Approach

and Teaching Anxiety

As cited by Horwitz (2001), Spielberg, a psychologist, defines anxiety as “the

subjective feeling of tension, apprehension nervousness, and worry associated with an

arousal of the autonomic nervous system.” Moreover, anxiety is an adaptive mechanism

sensing it as not definitely adverse. A person is alerted by healthy anxiety to potential

trials and complications. Hence, a person must not ignore or relax regarding specific

crucial signals he or she experiences that may be signaled by anxiety. However, in any

unexpected situation or task, a person should be alert to encounter and deal with this

emotion (Bigdeli & Bai, 2009). These signs should not be ignored for as noted by Ameen

et al. in 2002, teaching conducts which are incongruous, ineffective and destructive to the

teachers’ health are possibly caused by teaching anxiety (Peker, 2009).

There are theories that make teachers an important factor during the learning

process. One is constructivism which explains that learners learn actively in which their
own perceptions construct meaning and teachers guide them in a cooperative problem-

solving setting (Bada, 2015). Oliver (2000) also emphasized that the teacher engages

with the learners in their activities with an understanding of their prior interpretation.

Constructivism in language teaching and learning makes the teacher the facilitator who

can make the learners generate the best meaning out of their learning. This theory goes

with the communicative approach of language teaching in which the learners’ eagerness

to communicate is stimulated and the teachers’ language capability should be

enriched as well as their communicative capability (Xia, 2014). These are the

theoretical bases of the researcher proving that the language learning process is impeded

if the teacher experiences teaching anxiety. Anxiety was discussed to have mental and

physical effects. Thus, teaching anxiety could subsequently result to the teacher not being

able to facilitate learners in a cooperative problem-solving setting and not having enough

communicative capability due to the uneasiness being felt.

Grammar Translation Method in

Teaching Grammar

One theory which is employed in grammar teaching in linguistics is the traditional

grammar theory where grammar translation method of language teaching is incorporated.

This method implies that teachers are the center of the class in which they have full

authority of the class and learners take in the information given by the teachers. Teachers

expound the grammatical problems to the learners using texts (Xia, 2014). Another theory

which can be a basis of grammar teaching is Communicative Language Teaching. It

indicates that grammar teaching is through meaningful communication in which learners

learn grammatical forms naturally while concentrating on the communication’s meaning

(Hashemi & Daneshfar, 2018). Hence, the teacher should provide meaningful

communication in which the learners can learn grammatical forms.

Hashemi and Daneshfar (2018) consider teaching grammar as the “presenting and

practicing specific grammatical points.” Moreover, they emphasized that grammar

teaching logically happens when students are exposed to various arrangements without

going away with the objectives of the communicative activities. In the study of Macken-

Horarik et al. (2018), teaching grammar is an important matter to the majority of teachers.

Suhartina (2018) also pointed out that grammar teaching could be the very primary

concern in language learning as it was deduced from the interviews with a number of

grammar lecturers. The aforementioned theories and studies exemplify the importance of

teachers in grammar teaching and vice versa. Hence, for the success of grammar

teaching, teachers must not be hindered by any factor such as of anxiety.

Transmission Theories in
Teaching Literature

The main reason for teaching literature is reflected on the decisions of beliefs and

theoretical orientations of educators. One of the key learning theories in literature

teaching the educators mentioned are the Transmission Theories. These theories

emphasize on the learning of learners regarding the truth and knowledge concerning the

literature. The teachers impart the knowledge regarding the literature from the top to the

bottom coverage. Teachers are the experts of the literature in class and the learners rely

on their teaching (Beach et al., 2016). These circumstances of the theories emphasize

that the teacher is the center of instruction and he or she must be free of any emotional

disturbances to be able to impart what he or she knows.

 Iskhak et al. (2017) pointed out that teachers do not just impart their knowledge,

they also assist learning in the learning activities in which the learners are given ideal

chances to employ their own and analytical thoughts regarding the literature. “The basic

purpose of teaching literature is to make students aware of the power of imagination and

creative thinking, and cultivate in them the ability of critical appreciation.” as cited in the

news article by Cape Times (2018). Thus, teaching literature is not only about teachers

conveying knowledge regarding the literature to the learners. It is also teachers facilitating

the learners to learn the literature through activities that will squeeze out the ideas of

learners. Hence, it is vital for the teachers to have clear mindset to be able to critically

think of activities that will make the learners express their thoughts regarding the

literature.

Theory of Trait Anxiety, Theory of Neuroticism,

and Tripartite Model of Anxiety in Factors that
Contribute to Teaching Anxiety

Eysenck (2014) emphasized that environment has a part in regulating emotional

states, like anxiety, as it was stressed by some of the major theories of emotion which

have explored the progressions and factors of emotional states. Moreover, the genetic

factor is one of anxiety factors as it was deduced from the assumptions of the Theory of

Trait Anxiety by Gray and Theory of Neuroticism by Eysenck. Maruish (2004) has cited

the Tripartite Model of Anxiety established by Clark and Watson in 1991 which noted that

general distress may be a factor of anxiety and depression. Hence, anxiety generally can

be derived from varied factors.

Teaching anxiety may arise from many possible factors that surrounds a

teacher. Some of these are meeting a lot of challenges like educational, legislation,
school reform policies, teacher-parent relationships, conflicts with other teachers,

etcetera. Symptoms of anxiety could be resulted from these factors (Aslrasouli & Vahid,

2014). Yoon (2012) showed that there are four major factors of teaching anxiety in

teaching English. These factors include ‘Language anxiety on using English in the class’,

‘Language anxiety based on self-confidence’, ‘Language anxiety about class preparation’,

and ‘Language anxiety overcome with efforts’. Moreover, Aslrasouli and Vahid (2014)

suggest that interpersonal relations have a high impact and employment structure appear

to have low upshot on anxiety. Having moderate effects on teacher anxiety are the

language proficiency and knowledge and facilities and resources. These statements

further support the aim of the study to seek the factors that contribute to the teaching

anxiety specifically of home-based ESL teachers.

Mindfulness-based Therapy in
Reducing Teaching Anxiety

A proven process of reducing anxiety as pointed out by Hofmann et al. (2010) and

Khoury et al. (2013) is Mindfulness-based Therapy. Hofmann et al. (2010) exemplify that

MBT involves mindfulness-based cognitive therapy which “combines cognitive behavioral

techniques with mindfulness strategies in order to help individuals better understand and

manage their thoughts and emotions in order to achieve relief from feelings of distress”

as defined by Anonymous (2018) in GoodTherapy.org. It can be deduced that there are

general ways to reduce anxiety and it could be employed to specifically reduce teaching

anxiety.

Pelton (2014) mentioned that teacher training programs’ main product and target

is to reduce teaching anxiety as it was seen in various kinds of evaluation. Also, Pelton’s

study showed that training programs can reduce teaching anxiety. A study by Peker
(2009) showed another way to reduce teaching anxiety and that is by using expanded

microteaching. “Microteaching is a teacher training technique for learning teaching skills”

(Remesh, 2013).

Cheung and Hui (2011) suggested four main themes that can help in lowering

teaching anxiety. They are: (1) providing training: examples included attend self-help

psychology courses, update knowledge to increase self-confidence, and release

teachers for professional training by providing substitute teachers; (2) support teachers:

examples included assign a mentor in school, support from principals and colleagues,

and a supportive working environment; (3) reducing education reform: examples included

less education reforms in Hong Kong, less stress given by the school and government;

and (4) other factors: examples included well preparation before teaching, longer years

in the teaching career, and change career. Therefore, home-based ESL teachers could

also have their own coping strategies in reducing teaching anxiety which is one of the

study’s aims to explore.