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Teacher Oriented Affective Barriers Scale for EFL Context

Affective variables, or emotions and feelings, occupy a crucial role in predicting students’ ultimate success. Teachers’ sensitivity to learning barriers might replace learners’ negative feelings with positive ones. In undesirable cases, teachers themselves might become a source of negative feelings, though. Teacher-oriented negative feelings can lead to barriers that block language learning process of students. Therefore, it is necessary to explore the improper teacher behaviors that block the language learning process of learners and there is a need for instruments that allow researchers to evaluate negative effect of improper teacher behaviors on students’ learning English as a Foreign Language (EFL). The present study presents the development and validation of Teacher-Oriented Affective Barriers Scale for EFL Context. The scale was administered to a total of 292 students at the Department of Foreign Languages at a state university in Turkey. Some validity techniques, reliability analysis, and exploratory factor analysis were applied for developing the scale. The findings suggest that the scale provides a valid and reliable instrument for teacher-oriented affective barriers in EFL context. The scale has a five-factor structure with 35 items.

scale development, teacher-oriented affective barriers, English as a foreign language, improper teacher behaviors, negative feelings of students


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