Pre-Service English Teachers' Perceptions of Simulation Techniques and Speaking Anxiety: A Pilot Study
5th International Ege Congress on Scientific Research, Muğla, Turkey, 22 - 23 July 2026, pp.1047-1058, (Full Text)
- Publication Type: Conference Paper / Full Text
- City: Muğla
- Country: Turkey
- Page Numbers: pp.1047-1058
- Open Archive Collection: AVESIS Open Access Collection
- Bursa Uludag University Affiliated: Yes
Abstract
This pilot study examined pre-service English teachers’ foreign language classroom anxiety and their perceptions of simulation-based activities as a means of supporting oral communication. Foreign language anxiety, particularly communication apprehension and fear of negative evaluation, may restrict learners’ willingness to participate in speaking activities. Drama-based simulations may offer a supportive environment in which learners can practise communication through structured and realistic roles. Conducted during the 2024–2025 academic year, the study involved 32 pre-service teachers enrolled in an English Language Teaching program at a state university in Türkiye. A descriptive quantitative pilot design was employed within a 14-week drama course incorporating simulation activities. Data were collected using the Foreign Language Classroom Anxiety Scale and a targeted self-report item assessing participants’ perceptions of the simulation activities. Descriptive analyses indicated that the overall anxiety mean was close to the midpoint of the scale (M = 2.98), suggesting a moderate level of foreign language classroom anxiety. Participants with higher self-reported language proficiency displayed lower mean anxiety scores; however, this pattern was interpreted cautiously because of the small subgroup sizes. Participants evaluated the simulation activities highly positively (M = 4.34) and generally perceived them as supportive of their speaking confidence and language skills. These findings reflect participants’ perceptions rather than evidence of changes in anxiety or speaking performance. Further studies using larger samples, pre-test–post-test measurements, control groups, and qualitative data are needed to examine the potential contribution of simulation-based instruction to language teacher education.