Bilingual Teachers' Speaking Anxiety: A Hermeneutic Phenomenology Study

Abstract

Globalization and internationalization have compelled nations worldwide to respond actively, with bilingual education emerging as a widely acknowledged measure. In Taiwan, where the focus is particularly on enhancing English proficiency, the implementation of bilingual education policies has stirred controversy. The core of the issue lies in the inconsistency between positive outcomes in research articles and the expectations of the public. Furthermore, little attention has been paid towards the conditions faced by in-service teachers. This study aimed at bridging these gaps by exploring the lived experiences of bilingual in-service teachers influenced by speaking anxiety. Utilizing a hermeneutic phenomenology approach, in-depth narratives were collected from ten in-service teachers in Taiwanese secondary schools. Rigorous data analysis revealed three interconnected themes—endless challenges, lonely battles, and deleterious doubts—that have internally shaped the life world of secondary bilingual teachers. Their life world unfolded as a cyclic journey through three stages of speaking anxiety: high, intermediate, and mild anxiety. In conclusion, this study highlighted the importance of the government honestly addressing the challenges faced by in-service teachers rather than adopting a complacent stance.