Vural, Haldun2024-07-042024-07-042024Vural, H. (2024). Possible Language Teacher Selves and Their Contribution to Foreign Language Speaking Anxiety: A Study Over English Language Teaching and English Language and Literature Departments. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 26(2), 465-475. https://doi.org/10.32709/akusosbil.1134164https://dergipark.org.tr/tr/pub/akusosbil/issue/84720/1134164https://doi.org/10.32709/akusosbil.1134164https://hdl.handle.net/20.500.12695/2772Even in one's native language, speaking in front of others might be difficult. Therefore, it may be said that if teachers are aware of the reasons for their students’ English-speaking anxiety, they can choose the best teaching strategies and techniques to use in their lessons. The current study's objective is to determine whether students in the English Language Teaching (ELT) and English Language and Literature (ELL) departments have significantly different degrees of anxiety when speaking in a foreign language.; to investigate the degree and type of relations between these FLSA variables of two departments; and to find out how much FLSA the students have and whether their level of apprehension when speaking a foreign language varies depending on the departments they are in. The study has the features of quantitative research design. Data are collected from fourth-year students in the departments of English Language Teaching and English Language and Literature. The results demonstrate that there is a substantial difference between ELL and ELT students' levels of anxiety while speaking English.eninfo:eu-repo/semantics/openAccessEnglish Language Teaching (ELT)English Language and Literatureforeign language speaking anxietylanguage teacher selvesArticle262465475