The influence of professional development programme and foreign language teaching anxiety towards english teachers’ language proficiency

• Main Author: Daraini Oyot
• Format: Thesis
• Language: English; English
• Published: 2023
• Subjects: PE1001-1693 Modern English
• Online Access: https://eprints.ums.edu.my/id/eprint/40745/1/24%20PAGES.pdf; https://eprints.ums.edu.my/id/eprint/40745/2/FULLTEXT.pdf; https://eprints.ums.edu.my/id/eprint/40745/

English teachers’ language proficiency is one of the important factors in determining the quality of overall ESL classroom in any level of learning especially in the primary setting. This survey research aims to uncover the influence of English language teachers’ proficiency and their perception on professional development programme’s effectiveness. Furthermore, this research also wishes to shed light on the influence of proficiency and foreign language teaching a nxiety. The questionnair e used in this research was adopted from Teachers Self Self-Assessment Survey created by Learning Forward (2012), and Foreign Language Teaching Anxiety Scale developed by Kim and Kim in 2004. This research was administered on 162 primary school English teachers who have sat for the CEFR CEFR-aligned assessment test in the Northern West Coast of Sabah. The data gathered was analysed using the Statistical Package for Social Science, SPSS. The findings unearthed that, foreign language teaching an xiety exercises negative influence with both professional development programme and English language teachers’ proficiency. Despite being an essential medium for in -service teachers’ advancement, no significant correlation was found between professional de velopment programme and ESL teachers’ language proficiency. The findings of this research would add to the scarcity of literature especially on research that combines all the three variables. Furthermore, discussion as well as implication for further resea rch would be discussed t horoughly in the thesis.