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Although anxiety in the foreign language learning context has been studied extensively, the anxiety experienced by foreign language teachers, who are important stakeholders of classroom contexts and language learners themselves, seems to be overlooked. While research mainly focuses on foreign language anxiety in a learning context, there is not sufficient research to contextualize foreign language teaching anxiety (FLTA). In addition, in the current literature, few studies were performed todoi:10.17323/jle.2020.10083 fatcat:qocyqpzstjhkhpaqoyol4ijqqy