缩小的差距？后疫情时代线上线下模式下英语教师焦虑的变化

Abstract This study compares English language teachers’ anxiety between face-to-face (F2F) classrooms and online teaching environments and identifies mode-specific factors contributing to any differences. Drawing on the Transactional Model of Stress and Coping, a sequential mixed-methods investigation was conducted with 57 teachers (survey) and 6 teachers (follow-up interviews). Quantitative results showed moderate overall anxiety in both modes. Although there was no significant difference in overall anxiety between modes, item-level analyses revealed distinct mode-specific stressors. In onlin