Fear of Negative Evaluation among Pre-Service EFL Teachers: Learner Characteristics and Contact with Native English Speakers

Abstract

This study aimed to investigate the level of fear of negative evaluation (FNE) among pre-service EFL teachers, to explore differences in FNE based on gender and academic year, and to examine the relationship between FNE and contact with native English speakers. A quantitative-dominant mixed-methods design was employed. Survey data were collected from 355 students in a Turkish state university’s English Language Teaching program using the Brief Fear of Negative Evaluation Scale and a background questionnaire. Semi-structured interviews were conducted with 21 participants. Quantitative data were analyzed through descriptive statistics, independent-samples t tests, one-way ANOVA, and the Kruskal-Wallis test, while interview data were analyzed thematically. Participants’ overall FNE was near the midpoint of the scale. Female participants scored significantly higher on FNE than male participants, with an effect size approaching a medium level. No significant difference was found across academic years. Taking a course taught by a native English-speaking teacher was not significantly associated with FNE. However, the frequency of meeting and communicating with native English speakers outside class was associated with a small yet significant overall difference in FNE. In the interviews, FNE was related to fear of errors, anticipated judgment by teachers and peers, comparison with peers, and stress during oral exams. Supportive reactions, preparation, and regular speaking practice were reported as helpful. The results suggest that teacher education programs should introduce oral performance tasks gradually and provide positive feedback, supportive peer interaction, and opportunities for meaningful communication to foster speaking confidence and reduce evaluative pressure.