Published Online:March 2026
Product Name:The IUP Journal of English Studies
Product Type:Article
Product Code:IJES080326
DOI:10.71329/IUPJES/2026.21.1.83-108
Author Name:Irum Alvi, Indu Prabha Pathak and Manusmriti Sharma
Availability:YES
Subject/Domain:Arts and Humanities
Download Format:PDF
Pages:83-108
This study examines the relationship between teachers’ foreign language anxiety (TFLA) in the English-medium instruction (EMI) classroom context and key emotional, psychological, professional, and organizational outcomes. Specifically, the study examines how TFLA relates to emotional exhaustion, personal accomplishment, depersonalization, role stress, mental workload, lack of authority and, engagement with learners, organizational commitment, and job satisfaction. An empirical survey-based study was conducted in which 123 teachers working in an EMI environment participated. Based on the existing constructs, a questionnaire was developed. The findings indicate that TFLA is associated with emotional fatigue, depersonalization, role stress, mental exhaustion, and learners’ lack of engagement, and adversely affects the authority of teachers, which may contribute to classroom management challenges and increased professional stress.
English-medium instruction (EMI) has rapidly expanded across higher education worldwide and has become a significant area of research and policy interest (Macaro et al., 2018).