Bilingual Teachers' Speaking Anxiety: A Hermeneutic Phenomenology Study

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Hermeneutic phenomenology explores speaking anxiety in bilingual in-service teachers in Taiwan, revealing impactful themes.

The study reveals that in-service bilingual teachers experience varying levels of speaking anxiety, affecting their teaching.
In-depth narratives from ten teachers illustrate three main themes of challenges and doubts faced in bilingual education.
Utilizing a hermeneutic phenomenology method, the study highlights the personal experiences of teachers in Taiwanese secondary schools.
The findings call for proactive government engagement in addressing the challenges faced by bilingual teachers.

Kuo-Zheng Feng (2025) studied this question.

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