Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE of the VICE PRESIDENT for CAMPUSES
SAN PEDRO CAMPUS
Speaking Anxiety in the English Learning Space: Prevalence, Implications, and
Interventions
Jayson Carl C. Esmasin
Polytechnic University of the Philippines
ABSTRACT
This qualitative study explores the prevalence, implications, and interventions associated to speaking anxiety in the English learning
space of grade 10 students. The research utilized a phenomenological approach to gather the necessary data. Data was gathered
through key-informant interviews with grade 10 students suffering from speaking anxiety, as well as focus-grouped discussion with
Junior High School English teachers in Biñan City. This research emphasizes the emerged themes such as lack of teachers’
facilitation, challenge in self-learning approach, preference for face-to-face learning as the students’ scholastic experiences in their
English learning space during pandemic pedagogy. The study also highlights that the fear of embarrassment negative experiences and
correction, challenges in pronouncing and expressing, and lack of confidence are the causal factors that trigger their speaking
anxiety. Seeking help and assistance from classmates, steadily joining in oral activities, and using multimedia for speaking practice
are also highlighted as the coping strategies among the participants. students proposed building an empathetic and safe learning
space, assisting for translations and explanations, and employing group tasks and peer-assisted activities to the teachers in helping
them cope with their underlying condition. Teachers' perceptions accentuated their function in students' linguistic development and
the negative impact of distance learning. The researcher recommends the Confident Communicators Club, a speaking enhancement
program, integrating Communicative Language Teaching and the Dialogic Theory of Public Speaking in helping the students in their
speaking improvement. The program focuses on students' causal conditions and includes peer-assisted instruction, collaborative
learning, and feedback and reflection.
I. INTRODUCTION
The worldwide lockdown of education due to the COVID-19 pandemic has caused exceeding and unfair disruption among learners’
studies (Sievertsen & Burgess, 2020). The COVID-19 pandemic has made adverse effects to the education system globally. Educational
institutions such as schools, academies, colleges, and universities were shut to restrain the virus from increasing. This closure generated
struggles among pupils, educators, and guardians (Tadess & Muluye, 2020). In the world where they used to let themselves be
characterized by the active exchange among economy and society, pandemic pedagogy emerges. Pandemic pedagogy denotes to
approaches wherein instructors have adjusted and tailored the instruction and their teaching strategies to the abrupt major turmoil in our
global and environmental activities (Bautista, 2021).
According to Bautista (2021), on a real-world level, in order to restructure and acclimatize curriculum to the new formats and timeframes,
a mentality of problem-solving and troubleshooting is necessary. This mentality is referred to as pandemic pedagogy. Because of this
ideology, teachers also had to take steps to reduce faculty and student emotions of loneliness, exhaustion, and anxiety. As such, pandemic
pedagogy goes beyond a simple change in how one conducts lessons. Therefore, it is a way of thinking about education that involves
realigning traditional performance indicators so that the success of technologically mediated learning platforms is measured in terms of
how well we can achieve the twin goals of teaching continuity and learning inclusion. As mentioned, pandemic pedagogy concerns not
just the instructional adjustments of teachers and learners, but also the well-being of both parties within the educative process.
Well-being is a complex and vast concept that marries the physical and mental health. It embraces the concept of bodily and emotional
security and a sense of inclusion, purpose, triumphs, and accomplishments (Sazdovska-Pigulovska, 2021). However, one area that is
usually casted aside when it comes to well-being is linguistic well-being. Linguistic well-being suggests the multifaceted and active
system of cultivating, refining and fortifying abilities and accountability concerning linguistic knowledge. Linguistic well-being also
refers to the employment of language in studying, instruction, and various exchanges between an individual’s experiences throughout
all areas of life (Maric, 2021).
Unlike societal presumptions, the communication lies deeper than words and sounds. Language can be expressed in four different ways
such as listening, speaking, reading, and writing. Recently, viewing was added as a fifth skill. These five are otherwise known as the
macro skills of language. These macro capabilities exist in almost all languages in the world. As language abilities develop in infants,
reading and writing occur later than speaking and listening. Since they are all interdependent and mutually connected, the easiest strategy
to learn a new language is to balance your activities in each of these areas. And just like any ability, one’s body gets stronger as they
workout or practice more. The same concept can be applied as to attempting to communicate more effectively (Campos, 2022).
Apparently, speaking skills seem to be of great importance in discussion as it is vital for learners to develop this macro skill for the
reason of achieving communicative goals (Iman, 2017).
Speaking is crucial component of self-expression and a vital survival ability (Campos, 2022). Merriam-Webster Dictionary (n.d.) defines
speaking as talking or the ability to give or deliver speech. Speaking plays an important job in spoken communication when expressing
messages that exhibit characteristics unlike those of written language. Voice, facial expressions, signals, pitch and intonation,
articulation, stress, rhythm, and pausing can all be used to detect these (Wahyuningsih & Afandi, 2020). Even people unable to talk can
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find a way to communicate, like the great Stephen Hawking. Therefore, the main objective of speaking is to deliver ideas to other
individuals orally (Campos, 2022).
Before COVID-19 took a toll on everyone’s lives, students in a language class used to accomplish class activities that obliged them to
be involved in various genuine individual or group speaking activities such as role-playing, dramatization, interviews, and others.
However, when the coronavirus made a global pandemic, learners were subject to an emergency shift to distance learning (Al-Jarf,
2021). Because of the presence of the COVID-19 pandemic in our country, numerous problems on education in the Philippines have
aggravated. In order to tackle these problems, the Department of Education (DepEd) used distance learning modalities to continue the
delivery of instruction among learners despite the dangers posed by the virus (Child Hope Philippines, 2021). DepEd thought of the
term “distance learning” where instruction and pedagogy happens between teachers and learners who are geographically remote from
each other in the duration of the learning process. Modular distance learning, online distance learning, blended learning, and
homeschooling, are among the different offerings made by DepEd (Malaya, 2020). Prentiss (2021) found that when public speaking and
reports had an updated meaning with Zoom classes, webcams, and smartphones, our speaking anxiety unquestionably increased too.
With the prevalence of speaking anxiety among the learners in recent years and with the educational system of the Philippines and other
countries transitioning to the next new normal, it is undeniable that the international and local scene in education seeks for tangible
solutions on the different problems that will arise among the learners, particularly on their speaking skills.
As Philippines faced the COVID-19 pandemic in 2020, DepEd directed the problems they are faced with in the basic education for the
academic year 2020-2021 through its Basic Education Learning Continuity Plan (BE-LCP) as stated in DepEd Order No. 012, s. 2020.
Through this, health, safety, and well-being of students, teachers, and staff during the pandemic is a top priority as they are looking for
solutions for education to persist despite the dangers caused by the virus. Specifically, the BE-LCP was created with a legal background
receptive to the new normal, submitting to the lawful directive to sustain the liberty of all Filipinos to quality education (Pimentel-Tibon,
2020).
In one of the schools division offices in Laguna, all the eight junior high schools practiced the modular distance learning in order to be
able to continue instruction among learners despite the alarming presence of the virus in the city. However, unlike the other junior high
schools, only one was able to deliver online distance learning to learners but only to those learners who have the resources at home to
attend ODL. Realistically, the power of distance learning on learners in the country is not always beneficial. Some of its weaknesses are
minimal to no communication at all between instructors and learners, little to no support or guidance from more knowledgeable people
such as teachers and parents, lack of accessibility to gadgets such as smartphones and laptops as well as internet, and low self-motivation
which greatly affects how much outputs and assessments the learners will be able to create and finish (Moneymax, 2022).
Since the pandemic, English students as well as teachers are faced with a lot challenges. Most of the technique teachers employ in
instruction with the English students do not translate effortlessly into an online setting. Learners need to speak English, and teachers
must deliver scaffolds to reinforce their strengths and correct their weaknesses during academic situations. However, this is difficult and
demanding in an online class. Moreover, a lot of learners are coping with total lack of access to technology. Reliable internet access and
availability of laptops or tablets are specific problems in this area (Parker, 2020).
This occurrence was affirmed not only as a classroom-crisis but also as a division-wide problem. During the 1st quarter assessment
among the English coordinators in Biñan City, they found out that the alarming speaking dilemmas had become rampant after their
implementation of limited face-to-face problems. In line with this, it was emphasized that these circumstances were highlighted with
students who were supposed to be proficient speakers since they were already in their tenth grade.
As a grade 10 English teacher at Mamplasan National High School, the researcher was able to witness how these problems affected the
speaking ability of the learners. Handling all five sections with 45 to 50 students each, the researcher found that at least 8 to students in
each class would stutter when they speak on behalf of the class during class participation and activities that would require them to speak.
Besides that, weak voice, inaccurate pronunciations, ungrammatical sentence constructions, and lack self-confidence are just some of
the many factors affecting the speaking ability of the learners during classes.
Therefore, this led the researcher to wonder what the prevalence and implications of speaking anxiety is in the English learning space,
and what interventions can be done to overcome these challenges experienced in the current education setup as we transition towards
the next new normal in education.
Statement of the Problem
This study aimed to explore on the scholastic experiences among selected Junior High School students who suffer from speaking anxiety,
as well as the pedagogical implications based on the responses of the grade 10 English teachers, in the City Schools Division Office of
Biñan City for the academic year, 2022-2023. Thus, it targeted in identifying the extent of the phenomenon towards their English
language space to design a speaking enhancement course pursuing the improvement of students’ speaking skills.
Specifically, it sought to answer the following questions:
1.
2.
3.
How do the students describe their English learning space during pandemic pedagogy?
What are the causal factors that trigger the speaking anxiety among the students?
How do the students cope with their speaking anxiety in their English learning space?
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4.
5.
From the English teachers’ perceptions, what are the implications of the students’ speaking anxiety in their English language
learning?
What speaking enhancement course can be offered to the students to help them minimize their speaking anxiety?
II. EXPERIMENTAL METHOD/S
This dissertation employed qualitative method as its research approach. Henceforth, this explored on collecting and analyzing nonnumerical data of study. The proponent selected this research approach as it delivers a clearer understanding of research problems
through the intricacies of the data that can be integrated into the spawned conclusions (Manjengwa, 2020).
In addition, phenomenological research design was utilized as the focal research design in this qualitative research. The
phenomenological approach is utilized to “explore what people experienced and focuses on their experience of a phenomena” (Duquesne
University, 2023). Phenomenology is displayed from descriptive phenomenology, which accentuates the 'pure' description of people's
lived experiences, to hermeneutic phenomenology, which employs the interpretation of such experiences (Matua, G. A., & Van Der
Wal, D. M., 2015).
In this case, the design scrutinizes the daily knowhows of the participants while appending the researchers' predetermined suppositions
about the phenomenon. Henceforward, the researcher determined how speaking anxiety affects the students’ English language learning
based on their lived experiences. Thus, this research also sought for the pedagogical insights of the English teachers as to how the
students’ speaking anxiety affects their English learning space.
Instruments of the Study
This descriptive phenomenological study utilized three research instruments to gather the necessary data. Thus, the primary sources of
data were gathered from the (a) key-informant interview, (b) focal group discussion, and (c) peer review.
Primarily, the Key-Informant Interview was conducted to explore on the prevalence of speaking anxiety among the participants. The
interview chiefly concentrated on (a) the scholastic experiences of the participants during pandemic pedagogy, (b) the causal factors and
the effects of speaking anxiety to their English language learning, and (c) their coping mechanisms to address this phenomenon.
Furthermore, the semi-structured interview guide questions was researcher-made. Therefore, to ensure the credibility of the questions,
this research instrument underwent face and content validation and was validated by three linguistic experts.
Next research instruments were the program flow and interview guide for the Focal Group Discussion. These instruments were vital for
collecting qualitative data based on the pedagogical insights of the participating teachers on the implications of the students’ speaking
anxiety in their English language learning. The researcher served as the moderator while the seven grade 10 teachers were the participants
of the FGD.
After gathering necessary non-numerical data from the interview and focal group discussion, the researcher developed the speaking
enhancement course aligned with the key results.
This research output is the expected output of this study which aimed to design an interactive, student-centered speaking activities to
equip the students with necessary English-speaking skills for them to communicate more successfully using the target language in
various purposes.
To avoid the subjectivity of the course, the speaking enhancement course underwent deliberation through face validity. The peer review
consisted of three pedagogical experts, one Education Program Specialist in English, one Master Teacher, and one Grade 10 English
teacher, who provided constructive feedbacks on the proposed speaking intervention for grade 10 students.
The evaluation followed the evaluation criteria set by the OECD DAC Network on Development Evaluation – which are relevance,
effectiveness, impact, coherence, efficiency, and sustainability - to provide a normative framework determining the merit or worth of
the intervention.
Data Processing and Analysis
This study is qualitative research. In connection, the research underwent non-numerical data processing. Consequently, the researcher
conducted narrative analysis, constant comparative method, and face validity for the qualitative data. Narrative analysis was used to
understand how the participating students construct their narratives based on their lived experiences on having speaking anxiety. Thus,
there is a twofold layer in narrative analysis. Primarily, the participating students interpret their own narratives based on the given
questions. Then, the researcher decodes the content of the narratives. (Delve & Limpaecher, 2020)
Glaser and Strauss (1967) developed the constant comparative method under the Grounded Theory. According to this method, one
orders and systematizes pieces of raw data into groups in line with their attributed and arranges those groups in an orderly manner to
generate a new theory (Moerman, 2016). This was employed by comparing the scholastic experiences of the participants during
pandemic pedagogy to develop a grounded theory to be used in designing the speaking enhancement course.
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To measure the validity of the crafted speaking enhancement plan, face validity through peer review was implemented. This data
processing was used to create a logical relationship between the instrument and the objectives of the research.
III. RESULTS AND DISCUSSION
Important findings in this phenomenological research are summarized and presented below based on the statement of the problem,
specifically the research questions, targeted by the researcher:
Table 7
Matrix of Researcher’s Implications on the Emerged Themes of Students’ Scholastic Experiences in their English Learning Space
during Pandemic Pedagogy
Domain
Scholastic experiences of the
participating students in their English
learning space during pandemic
pedagogy
Emerged Themes
Lack
of
Teachers’
Facilitation
Researcher’s Implications
This emphasizes the value of fervent teacher in assisting
students’ learning experience.
Challenge
in
SelfLearning Approach
This implies the difficulty that the students face as they faced an
individualistic, remote learning during pandemic pedagogy.
Preference for face-toface learning
This reveals the intrinsic boundaries that students faced during
the modular distance learning.
Lack of teachers' facilitation, challenge in self-learning approach, and preference for face-to-face learning are the three prevalent themes
unveiled from the findings of this phenomenological study about the description of the learners’ English learning space during pandemic
pedagogy.
The findings of this study are based on the key-informant interviews among seven grade 10 students to collect qualitative data. The said
findings are entrenched on direct quotes and anecdotes from the participants, in-depth understanding of their personal accounts.
Three prevalent themes surfaced through narrative analysis, applying the constant comparative method. Both Student A and Student C
emphasized the challenges in learning English without the instruction from the teachers. Student B and student D conveyed their
difficulties in self learning, assurance in speaking, utilizing the English language. However, student E, student F and student G shed
light on the success of in-person classes, giving importance to the companionship provided by their instructors and classmates in their
English learning setting.
These findings, highlight, the challenges encountered by the learners in their English learning setting during the pandemic. They
underline the value of effective teaching techniques, teachers’ guidance, and chances for exercise in developing English language
abilities.
Table 2
Matrix of Researcher’s Implications on the Emerged Themes of Students’ Causal Factors that Trigger their Speaking Anxiety
Domain
Emerged Themes
Researcher’s Implications
Causal factors that trigger the Fear of Embarrassment
This theme underlines the important part that social anxiety
speaking anxiety among the students
partakes in speaking anxiety.
Negative Experiences and This theme implies that previous experiences of criticism or
Correction
correction can add up to speaking anxiety.
Challenges
Pronouncing
Expressing
Lack of Confidence
in
and
This theme emphasizes the particular challenges the learners
confront in verbalizing their views, perspectives, and
knowledge.
This theme highlights the value of faith in oneself and self-worth
to surmount the fear of speaking.
The findings of the investigation of causal factors that prompt speaking anxiety among learners unveiled many prevalent themes. One
of the major factors discovered was the absence of English-speaking practice, which was coming from the lack of English-speaking
engagements during the pandemic. Inadequate communication and supervision from teachers or family members were also found to
affect learners’ English-speaking skills. The shift to pandemic pedagogy was discovered to influence the reduced self-assurance in
speaking. The inadequacy of the self-learning modules for education was also one of the themes that surfaced, with which learners
highlight the value of face-to-face interactions for English language enhancement.
The impact of helpful classmates, initial apprehension and comfort, fear of standing out, switching to another language, interaction and
support from classmates, and adaptation over time are themes which were unveiled in the analysis of learners’ criticisms about how the
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overall classroom experience impact their speaking anxiety during face-to-face classes. These themes underscored how power dynamics
and classroom culture have the ability to either lessen or escalate learners’ speaking anxiety.
Moreover, the causes affecting learners’ fear of utilizing English in oral contexts were determined using qualitative analysis. These
causes are comprised of fear of being shamed, adverse encounters and correction, difficulties in articulating and conveying, and an
absence of self-confidence. Learners reported apprehensions about being laughed at or mocked by their classmates, including challenges
in articulating words in their correct pronunciation and utilizing terms as they should correctly be used whenever they express themselves
in the English language. An absence of self-assurance in their speaking skills also add up to their anxiety.
Overall, these findings reiterate the different factors that add to the speaking anxiety existing in the learners. These factors involve the
absence of exercise, restricted communication and support, lessened confidence, unsuccessful learning from self-learning modules,
apprehension from embarrassment, adverse experiences, and difficulties in pronunciation and articulation. Knowing these causes can
aid in formulating techniques and strategies to target and eliminate speaking anxiety among the learners.
Table 3
Matrix of Researcher’s Implications on the Emerged Themes of Students’ Coping Strategies in Dealing with Speaking Anxiety
Domain
Emerged Themes
Researcher’s Implications
Coping strategies of the students in Seeking
help
and This theme reiterates the value of social support in handling the
dealing with speaking anxiety
assistance from classmates fear of speaking.
Steadily joining in oral
activities
This theme implies that the slow and steady experience of
speaking activities can be a valuable management technique for
learners with speaking anxiety.
Using multimedia
speaking practice
This theme emphasizes the possible advantages of integrating
the use of technology into language learning to eliminate the fear
of speaking.
for
The themes that arose of coping strategies utilized by learners to manage their fear of speaking delivers important insights into the
different techniques these learners devote to survive their speaking anxiety and better their speaking abilities. These themes have
different implications that can help future researchers and notify interventions targeting learner support in their determination to conquer
their fear of speaking. The themes are as follows:
First is seeking help and assistance from classmates. This theme reiterates the value of social support in handling the fear of speaking.
Teachers can investigate the particular kinds of support learners perceive as beneficial, like peer advice, group exercises, or interactive
speaking pursuits. Appreciate the part social support plays in minimizing that fear can notify the improvement of interventions that cater
a supportive education setting and persuade learners to look for help from their peers.
Next is steadily joining in oral activities. This theme implies that the slow and steady experience of speaking activities can be a valuable
management technique for learners with speaking anxiety. Teachers can explore the issues that influence the success of this technique,
like the rate and power of exposure, including the part self-confidence and enthusiasm plays. Distinguishing techniques to steadily
develop learners’ contribution in speaking activities can benefit the fostering of their confidence and minimize their fear through time.
Another one is using multimedia for speaking practice. This theme emphasizes the possible advantages of integrating the use of
technology into language learning to eliminate the fear of speaking. Teachers can investigate particular multimedia devices and online
resources that learners deem beneficial, like English language education apps, online oral speaking platforms, or audio-video
assignments. Knowing the effectiveness of various multimedia tools can notify the design and employment of technology-improving
speaking exercises which foster to learners’ various needs.
Through tackling these themes and their implications, researchers can add to the improvement of successful interventions and techniques
that aid learners in handling and conquering speaking anxiety. These findings can also let teachers and English language educators know
the assistance and resources learners need to assist them in developing their speaking abilities and self-assurance. Eventually, through
comprehending and tackling the management techniques utilized by learners, researchers can influence the development of an allencompassing and encouraging educational setting for learners who experience speaking anxiety. Kehing and Yunus’ (2021) stated in
their study that the ability to speak has constantly been considered the most challenging skill of the four macro skills students should
grasp in learning a language. Many researchers in the contemporary age have also underlined the magnitude of acquiring speaking skills.
Through technology, students can be educated of and acquire speaking skills across several sources. Thus, recognizing and detecting
the techniques and approaches learners operate within the language classroom in the ever-changing classroom setting is necessary.
Table 15
Matrix of Researcher’s Implications on the Emerged Themes of Students’ Coping Strategies in Dealing with Speaking Anxiety
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Domain
Coping strategies of the students in
dealing with speaking anxiety
Emerged Themes
Seeking help and assistance
from classmates
Researcher’s Implications
This theme reiterates the value of social support in handling the
fear of speaking.
Steadily joining in oral
activities
This theme implies that the slow and steady experience of
speaking activities can be a valuable management technique for
learners with speaking anxiety.
Using multimedia
speaking practice
This theme emphasizes the possible advantages of integrating
the use of technology into language learning to eliminate the fear
of speaking.
for
Several themes have been unveiled from the findings of the research in identifying the handling techniques of the learners in managing
their speaking anxiety during the pandemic pedagogy. In terms of dealing with the lack of speech activities during the modular distance
learning modality, the learners applied online resources as source of English language experience. They also immersed themselves in
self-practice and impressions, depended for guidance and encouragement from their classmates, applied online translation tools, and
read texts in English. These findings emphasize the learners’ inventiveness, resourcefulness, and enthusiasm to address their problems
in speaking in English freely and beyond standardized activities.
However, when face-to-face instruction commenced, the learners’ methods in managing their anxieties in English speaking learning
spaces involved asking for assistance and guidance from peers, engaging in oral speaking tasks, and utilizing multimedia materials for
speaking exercises. These findings highlight the learners’ dependence on peer support, their willpower to engross in speaking activities,
and their creativity in looking for resources for language practice beyond what the curriculum requires of them.
Moreover, the learners stipulated perceptions into their expectations and recommendations on the ways their English instructors can aid
in reducing their anxieties and worries in speaking in English. They highlighted the value of creating a compassionate and harmless
learning setting, obtaining guidance with translations and definitions, and involving in group activities and peer-tutored tasks. These
findings underscore the learners aspiration for a helpful and non-confrontation classroom environment, assistance and amplification
from their teachers, and cooperative educational chances to better their English-speaking skills while eliminating their apprehensions.
In general, the findings establish the pupils' strength and flexibility to handle their speaking apprehensions. They also reiterate the
importance of a compassionate classroom setting, classmates’ encouragements, and teacher supervision in attending to learners’ worries
and developing their English-speaking abilities. These findings reflect with prior studies on successful language pedagogical techniques,
stressing the value of fostering an all-encompassing and inspiring learning space and delivering chances for communication and
teamwork.
Perceptions of English Teachers on the Students’ Speaking Anxiety in their English Language Learning
Based on the findings from the key-informant interview among the seven grade 10 students and the focus group discussions held among
the English teachers, a number of prevalent themes relating to learners’ speaking anxiety in their English language learning were
unveiled. The English teachers who partook conveyed worries about the absence of guidance and reinforcement they were able to deliver
to learners during the modular distance learning modality, which bring about challenges among the learners’ ability to learn English.
They also underscored the difficulties encountered by the learners in adapting to self-learning techniques and declared an inclination for
in-person classes, stressing the adverse effects of the lack of in-person interactions on the learners’ language learning formation. The
teachers’ insights highlighted the demand for tailored assistance, feedback, instructions, and guidance, in addition to a more
accommodating and comprehensive techniques to tackle the various demands of the students.
Correspondingly, The English teachers need to deliver perceptions into the primary causes that add to learners’ speaking apprehensions.
They acknowledge that students usually encounter fear of embarrassment and adverse experiences and criticism, which can prevent their
determination to speak in English. They stressed the value of building an empathetic and kind classroom setting, offering constructive
feedback, and assisting students in developing self-assurance in their speaking skills. The teachers also recognize the challenges learners
encounter in articulation and verbalizing their thoughts in English and highlighted the demand for speaking exercises and language
immersion to better their skills.
Moreover, the English teachers revealed approaches on how learners manage their fear or anxiety in speaking. They reiterated the
significance of developing a vicarious and benevolent learning environment, giving guidance with translations and clarifications, and
engrossing students in group activities and peer-guided tasks to reduce speaking anxiety and develop language proficiency. The teachers
highlighted the part they play in administering an optimistic educational atmosphere and aiding students’ language improvement.
Generally, the findings imply that teachers’ assistance and guidance, as well as a conducive educational space, are significant in targeting
learners’ speaking anxiety and developing their English-speaking abilities. The findings also emphasize the demand for an allencompassing and adaptable techniques, along with the value of tailored-fit guidance and encouragement, to convene with the distinct
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demands of the students. By applying these implications, teachers can establish a learning space that initiates active engagement,
minimizes anxiety, and uphold language proficiency in English learning.
Proposed Speaking Enhancement Program for Grade 10 Students with Speaking Anxiety
Table 4
Success Indicators of Confident Communicators Club
Outputs
Objectives
Method
Success Indicators
Talk Show
To engage in spontaneous and
conversational
nature
of
communication
Round
Discussion
Table
Students
demonstrate
effective
communication skills, such as maintaining
eye contact, using appropriate body
language, and listening actively.
Advocacy Video and
Pageant Q&A
To express thoughts and feelings
on certain social issues in a public
speaking format
Simulation activity
Students successfully express their
thoughts and opinions on specific social
issues demonstrating concreteness and
cohesiveness in their delivery.
Birthday Roast
To engage in humorous and
relaxed speaking engagements
Storytelling
Students effectively incorporate humor
and creativity in their entertainment speech
evoking comedic amusement.
Miting de Avance
To deliver persuasive speeches by
engaging with argumentative
debates and platform discussions
Roleplaying
Students deliver persuasive speeches
demonstrating confidence and conviction,
as well as effective engagements to
audience
queries
and
oppositions
assertively and convincingly.
Confident Communicators Club, the proposed speaking development program, goals to reduce speaking anxiety among grade 10 learners
through the application of Communicative Language Teaching (CLT) and the Dialogic Theory of Public Speaking. The program centers
on assisting learners to utilize the English language proficiently and confidently in a communicative way, stressing content over form.
It also integrates mistake rectification and encourages communicative competence, which comprises grammatical competence,
sociolinguistic competence, discourse competence, and strategic competence. The program incorporates tasks such as dialoguing to
encourage engagement and upright values and attitudes in conversation. The program is created to be applied through a systematic
educational process, with particular topics and tasks for each quarter of the school year. The program will be enabled by a Master of
Confidence and aided by Speaking Confidantes, who will offer peer-guided instruction and involvement. The program goals to aid
learners to surmount their apprehensions of speaking, develop their conversational abilities, and better their holistic English learning.
To assess the learners’ development, a standardized rating scale will be utilized to determine their speaking abilities in different aspects
such as pronunciation, grammar, vocabulary, fluency, and content. This program goals to build an empathetic English development
environment and deliver concrete answers to learners’ speaking anxiety during the pandemic.
IV. CONCLUSION
Based on the summarized findings of this study, the following conclusions were drawn:
1. Analyzing the descriptions to understand the students’ scholastic experiences during pandemic pedagogy, the prevalent themes
were the lack of teachers' facilitation, challenges in self-learning approaches, and a preference for face-to-face learning. The
qualitative data were collected through key-informant interviews with grade 10 students suffering from speaking anxiety.
qualitative data through key-informant interviews with grade 10 students. The study also uncovered that difficulty in
understanding lessons, lack of communication with teachers, and limited opportunities for English practice were key issues
encountered by the students. Fear, insecurity, and a lack of confidence were mutual feelings expressed by the students, along
with their desire to engage with speaking opportunities and alternate learning styles. The findings also showed the advantages
of face-to-face classes, such as improved academic involvement and recognition of progress, but also highlighted initial fear
and adjustment during the transition to in-person learning. Overall, the study emphasized the importance of teacher guidance,
speaking practice opportunities, and effective teaching techniques in addressing the learners' challenges and enhancing their
confidence in speaking English.
2. Lack of English-speaking practice, limited interactions and guidance, decreased confidence and self-consciousness, and
ineffectiveness of modules are the prevailing themes showing the negative responses of the students displaying their
comparison of learning English from full face-to-face classes to modular distance learning. Thus, the impact of helpful
classmates, switching another language, interaction and support from classmates, and adaptation over time display how
classroom culture can reduce the students’ speaking anxiety in face-to-face classroom. However, it can be noted that factors
such as initial apprehension and comfort and fear of standing out increase the speaking anxiety level of the students.
Subsequently, common themes including the fear of embarrassment, negative experiences and correction, challenges in
pronouncing and expressing, and a lack of confidence emerged as the causal factors that trigger the students’ speaking anxiety.
4th Floor S-407 South Wing, PUP A. Mabini Campus, Anonas Street, Sta. Mesa, Manila 1016
Trunk Line: 335-1787 or 335-1777 local 219
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THE COUNTRY’S 1st POLYTECHNICU
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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE of the VICE PRESIDENT for CAMPUSES
SAN PEDRO CAMPUS
3.
4.
5.
Overall, the findings reveal the alarming situations of students with speaking anxiety that seek for pedagogical actions to
provide tangible solutions to these underlying problems.
The findings emphasize several important themes related to the coping strategies applied by students to cope with their speaking
anxiety during the pandemic pedagogy such as. employing the usage of online resources for language exposure, self-practice
and imitation, seeking support from peers, utilizing online translation instruments for support, and reading English texts. On
the other hand, in the face-to-face English learning space, seeking help and assistance from classmates is considered as the
most predominant coping strategy employed by the students. Other coping strategies include steadily joining in oral speaking
activities and using multimedia for speaking practice. The students also provide propositions such as building empathetic and
safe learning space, assisting for translation and explanations, and employing group tasks and peer-assisted activities that
English teachers can consider in conducting their lessons in their learning space. Overall, the findings emphasize the resilience
and adaptability of learners in managing their speaking anxiety, and emphasize the significance of a empathetic classroom
environment, peer support, and teacher supervision in addressing learners' concerns and enhancing their English-speaking
abilities.
Based on the teachers’ perceptions, the implications of students' speaking anxiety in their English language learning are
significant. The responses highlight the significance of teachers' facilitation on students and their linguistic development.
Therefore, it is essential for teachers to give attention and support to aid students control their speaking anxiety and enhance
their speaking skills. The research also emphasizes the negative impact of the absence of physical classrooms on students'
language learning experiences. Therefore, it is imperative for teachers to contemplate on alternate tactics that are more allencompassing and adaptable to meet the various needs of diverse students. The findings also give emphasis on the factors that
contribute to students' speaking anxiety, such as fear of embarrassment, negative experiences and correction, challenges in
pronouncing and expressing, and lack of confidence. Additionally, providing assistance with translations and explanations,
engaging learners in group tasks and peer-assisted activities, and emphasizing the importance of speaking practice and language
immersion can help minimize speaking anxiety and enhance language fluency. In conclusion, the research suggests that
teachers' facilitation and support, along with a conducive learning environment, are vital in addressing students' speaking
anxiety and enhancing their English-speaking skills.
Confident Communicators Club, the speaking enhancement program, is the proposed intervention developed by the researcher
to help students with speaking anxiety improve their speaking skills. Based on the theoretical underpinning incorporating
Communicative Language Teaching and the Dialogic Theory of Public Speaking, the intervention targets to aid students control
their underlying condition and enhance their communicative abilities. The program, evaluated by pedagogical experts through
face validity, found the program to be relevant, effective, impactful, coherent, efficient, and sustainable. Aligned with the
curriculum standards of DepEd, this program addresses specific needs of students with speaking anxiety. The presence of peerassisted instruction, research-based strategies, and collaborative learning further improve the success of the program
implementation.
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4th Floor S-407 South Wing, PUP A. Mabini Campus, Anonas Street, Sta. Mesa, Manila 1016
Trunk Line: 335-1787 or 335-1777 local 219
Website: www.pup.edu.ph | Email: ipmo@pup.edu.ph
THE COUNTRY’S 1st POLYTECHNICU
Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE of the VICE PRESIDENT for CAMPUSES
SAN PEDRO CAMPUS
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ACKNOWLEDGMENTS
Appreciation and gratitude for the help and support are extended to the following entities and people who have played crucial roles in
making this study possible.
First of all, his gratitude to Lord Almighty, for His greatness in giving me wisdom and vigor to complete my research ;
Dr. Enrico Rosales, Vice President for Graduate Studies, for his untiring effort in encouraging the Ph.D.-ELL students to pursue their
professional growth;
Dr. Edilberto Cruz, his thesis adviser, for immensely contributing to the rigor and quality of this research through his unwavering
guidance and enthusiasm;
Dr. Luisito Nanquil, Dr. Alejandro Bernardo, Dr. Jay Mark Santos, Dr. Bryan Pobe, and Dr. June Reyla, his panel of evaluators,
for their encouragement and active involvement in making his study exemplary;
Mr. Nathaniel B. Valencia, his research confidante, for being instrumental in making this study a reality through his valuable insights
and linguistic support in shaping the direction of this research;
Dr. Minerva D. Ferranco, Dr. Annabelle Gordonas, and Dr. Nerra Visperas, his research validators, for their constructive feedback
and critical evaluation that made the research instruments valid and refined;
The Polytechnic University of the Philippines, his workplace, for the support and resources this institution provided for the facilitation
of the research;
The City Schools Division Office of Biñan City, his research locale, for wholeheartedly allowing him to conduct this research that are
essential in enriching the analysis of data of this study;
Last but not the least, his family and friends, for their understanding and support which gave him inspiration not to seek for a greener
pasture and move forward.
J.C.C.E.
4th Floor S-407 South Wing, PUP A. Mabini Campus, Anonas Street, Sta. Mesa, Manila 1016
Trunk Line: 335-1787 or 335-1777 local 219
Website: www.pup.edu.ph | Email: ipmo@pup.edu.ph
THE COUNTRY’S 1st POLYTECHNICU