Abstract:

The rapid digitalisation of education, accelerated by the COVID-19 pandemic, has transformed distance teaching into a common practice in foreign language education. While previous research has largely focused on the technical infrastructure of online learning environments, less attention has been paid to the psychological experiences of those delivering instruction, particularly pre-service teachers. Understanding these experiences is important for preparing future educators to teach effectively in virtual environments.

This study aims to explore the psychological factors influencing pre-service English as a foreign language (EFL) teachers’ performance during distance teaching. Specifically, the study investigates the levels of stress and anxiety experienced by pre-service teachers and examines how these factors affect their teaching performance in online settings.

The research employed a qualitative approach combining observation and reflective journaling. The primary method involved observing online micro-teaching sessions conducted via Microsoft Teams. This allowed the researcher to systematically examine participants’ behaviour, particularly visible signs of nervousness or stress during teaching. Observation data were complemented by a questionnaire functioning as a structured reflective journal. Participants reflected on their experiences in three phases: before, during, and after the online teaching.

The findings indicate that although most participants demonstrated strong pedagogical preparedness, technological integration represented a major source of stress. At the same time, the data showed that despite reporting high internal anxiety, many participants maintained a professional and composed external demeanour during teaching. However, the study also revealed that stress and anxiety can influence certain aspects of teaching performance, such as linguistic fluency and non-verbal communication. Nevertheless, after completing the online micro-teaching session, nearly all participants reported a significant emotional shift, characterised by relief and increased confidence in their professional competence.

Keywords:

Pre-service EFL teachers, distance teaching, virtual teaching environments, psychological and emotional factors.