LANGUAGE LEARNING STRATEGIES AND LANGUAGE ANXIETY
An Undergraduate Research Paper
Presented to the Faculty of the College of Education
Mater Dei College
Tubigon, Bohol, Philippines
In Partial Fulfillment
Of the Requirements for the Course
Educational Research – Research 102
By
MI AMOR H. JUMALIN
ITAMAR RENTUAYA
DESIREE MAE P. REYES
IVY MARIE T. SAMAR
GEE ANNE A. SOTOMAYOR
May 2023
ii
ABSTRACT
This quantitative-qualitative study titled “Language Learning Strategies and
Language Anxiety”, employing convergent-parallel design was conducted at Mater
Dei College, Tubigon, Bohol. One hundred fifty students who have taken Purposive
Communication classes were given Google forms and printed surveyquestionnaires. This study aimed to examine the extent of the application of
language learning strategies and the level of language anxiety. Moreover, it sought
to investigate the significant difference between the extent of the application of
language learning strategies and the level of language anxiety when grouped
according to profile. Also, this research determined the relationship between the
extent of language learning strategies and the level of language anxiety. The
results revealed that the application of language learning strategies was high. In
all five categories of language anxiety, the participants’ level of language anxiety
was high. Public speaking anxiety got the highest mean and anxiety of English
class got the lowest mean among the five categories. It was also found out that
there is no significant difference between the extent of application of language
learning strategies and the level of language anxiety when grouped according to
profile. In addition, it was also revealed that there is no significant relationship
between the extent of application of language learning strategies and the level of
language anxiety. Regardless of the high application of language learning
strategies, participants manifested a high level of anxiety. Consequently, extrinsic
and intrinsic factors affect the level of anxiety of the participants. Hence, the
participants were recommended to immerse themselves in the language to
improve their communicative competence and their level of language anxiety. The
strengthening of the English-only policy and reading-lab activities were also
recommended to engage students in speaking and learning the language
comprehensively. The teachers, too, had to provide adequate feedback to help
learners correct their errors and mistake, and also to provide interactive and
engaging activities to activate participation and involvement of the learners to
lessen their anxiety. English clubs were also recommended to broaden the scope
of their membership and proposed more English-related activities.
Keywords: language learning strategies, language anxiety, communicative
competence
Chapter 1
THE PROBLEM AND ITS SCOPE
Rationale
English language is the recognized lingua franca in the international arena.
In this era of globalization, learners must learn the skills to be at par with the global
standards. The 21st century skills for teachers highlight the indispensable role of
the graduates’ communication skills. Nevertheless, international examinations and
even national ones reveal the decline of Filipinos’ language proficiency. Since
performance is the window to one’s competence, the learners’ language learning
strategies demand scrutiny to examine the existing gap that from the process of
learning itself.
Achieving communicative competence and multi-literacies, the end goals of
English language learning require learning strategies, allowing learners to
maximize their language immersion and language use. These strategies are
activities that contribute to the development system which the learners construct
(Heinz ,2016). They are specific actions taken by the learners to make learning
easier, faster, more enjoyable, more self- directed, more effective and more
transferable to new situation.
Language should be learned holistically to attain fluency and accuracy in
communication. Gower et. Al (2005) asserted that those language skills are
learned holistically. Brown (2001) called it as whole language approach and
Orellana (2011) called it as integrated-skill-approach; all primary skills – both
macro and micro skills must be integrated and optimized in the communication.
2
However, statistics reveal that the most of the learning strategies of English
students do not fit with the language learning principles. The macro skills and micro
skills of the language are not learned as whole, rather sequentially, resulting in
language learning deficiency.
Researches show the deterioration of the English language proficiency in
the country. Looking at the language proficiency level of the college graduates, the
proficiency level falls below what is expected. These can be seen in several articles
(Jimenez, 2018; Morallo, 2018; Macasinag, 2011). Philippines advantage in
English proficiency is fastly eroded by declining mastery of the English language
of the graduates. In primary education, learners are expected to build a strong
foundation in the English language and further develop it at the secondary level so
that when learners reach the tertiary level, they are assumed to have a required
level of English proficiency.
In February 2018, an article published by the GMA News mentioned that
the level of English proficiency of college graduates from the Philippines is lower
than the target English proficiency of high school students in Thailand, according
to a study conducted by the Hopkins International Partners, which is the official
Philippine representative to the group called Test of English for International
Communication (TOEIC). Now, more than ever, the Philippines’ proficiency is on
the decline while others are on the rise.
Other than the concern on learners’ learning strategies, there were studies
which tried to determine the effect of anxiety in the classroom as anxiety is
common among students (Aida, 1994). Williams & Andrade (2008) mentioned that
3
there are literatures which assert that high language anxiety level impedes the
language learning process. As stated by Lucas et al., (2011), language learners
gear themselves with strategies to help them learn the target language and cope
with anxiety. A large number of investigations in the fields of English as a Second
Language (ESL) and English as a Foreign Language (EFL) have emphasized the
roles of different variables that could facilitate or impede language learning. It has
been highlighted that those emotional elements, such as language anxiety, play a
crucial role in language learning and proficiency. Anxiety has a significant impact
on whether or not learning is successful. Language instructors and teachers have
been interested in researching language anxiety since it is perceived to interfere
with learning (Elaldi, 2016). According to Horwitz (2001), language learners at
some degree experience anxiety. This may imply that even Filipino ESL students
are susceptible to similar anxiety.
In
the
context
of
Mater
Dei
College
particularly
in
Purposive
Communication- Lecture and Laboratory classes, students view English learning
as difficult in the sense that students rely on word-for-word translation which also
interferes with their delivery of thoughts, causing the anxiety to increase. Teachers
have observed some challenges on the learning strategies used by the students
and their level of language anxiety evident in their level of fluency and accuracy.
In the teacher’s perspective, the encouragement to speak the English language is
given more emphasis, and the students’ questions and answers are not
entertained if the target language is not used. This is the underlying situation for
the strict implementation of “English Speaking Policy”. Teachers have witnessed
4
how college students’ struggle in delivering their thoughts in writing and speaking
using the English language. The process of conversing using simple sentences is
already viewed to be challenging for the students. The more teachers require
students to speak the language, the higher their language anxiety is observed.
Hence, this study is conducted to provide insights on the extent of students’
application of language learning strategies and their level of language anxiety in
order to provide proactive recommendations in response to students’ issues in
language learning.
Theoretical Background
This study was established under the tenets of the System of Language
Learning Strategies theory by Rebecca Oxford, Whole Language Approach
Theory, Krashens’ Hypothesis, Interlanguage Theory, Interactionist Theory, and
DepEd Memo. No. 189 s. 2003. This study was also supported by previous studies
and related literature relevant to the variables in the study.
The System of Language Learning Strategies theory involves the target
language and these strategies include memory, cognitive, and compensation
strategies in learning the target language. Language learning strategies are
described by Stern (1975) as skills used by the students to achieve competence
while Chamot (1987, see in Blog 2009) views the theory of system of language
learning strategy as conscious actions that learners apply as they go along the
language learning process in which these language strategies influence their
language learning.
5
The idea of teaching language as a whole is the main aim of whole language
approach. Breaking the language into several components and skills would result
to learners’ inability to appreciate and comprehend it fully. According to Brockman
(1994), learners need to undergo and experience learning the language as a whole
before delving to its components. It is emphasized in this approach that macro
skills namely reading, writing, listening, and speaking should be taught together
instead of teaching these skills separately. As stated by Lamb and Best (1990),
when a teacher incorporated these skills together, it would be possible for her to
maximize the learning duration while also allowing the students to be exposed and
to experience the various forms and components of language.
According to MacIntyre and Gardner (1991), both foreign and second
language learners’ experiences language anxiety and it pose a possible problem
for the reason as it can interfere the learners’ acquisition, retention, and production
of the new language. Affective filter hypothesis by Krashen (1985a, 1985b) posits
that language anxiety restraints the learners’ ability to process language inputs and
hinders the process of language acquisition. When anxiety impairs the mental
function, learners who are anxious have the tendency in acquiring the language
less and may be incapable in displaying what they have learned during their
language class.
The monitor hypothesis by Krashen highlights that acquisition is in charge
of statements formulation. These will later be corrected by the monitor, the area
where learning is stored. He states in his input hypothesis that people acquire
language by comprehending messages that is by receiving what he labels as
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comprehensible input. Natural Order Hypothesis theorized that; second language
learners acquire structural items in an expected order regardless of the order
regardless of the array of presentation. It also reckons for students’ mistakes and
errors. Students make mistakes when the structure utilized has not been
completely acquired. Howbeit, students can use their learned competence to
modify their production, thus correcting mistakes as they appear in their
statements.
Interlanguage Theory by Selinker (1972) is a linguistic system based on the
attempt of the students to produce the target language. This draws students’
attention that no two languages are the same. Thus, the native language can
influence the production of the target language.
According to Vygotsky, social interaction and social learning play pivotal
roles in cognitive and life-long process of development. As stated by Crawford
(1996), Vygotsky focuses on the connections among the people and cultural
context where people interact. Vygotsky views that tools such as speech and
writing are used by humans to interact with the social environment. Child develops
these tools to serve as a medium of communicating their needs. Vygotsky asserts
that internalization of these tools enables the child to develop their higher thinking
skills.
The DepEd Memorandum no. 189 s. 2003 focuses on strengthening the
utilization of English language as a medium of instruction in the Philippine
educational system. The said language shall be taught as second language which
starts from the first grade. Developing students’ aptitude, competence, and
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proficiency are the objectives of this aforementioned policy. This is done in
preparation for better job opportunities present in the new technology-advanced
sector in the economy. In accordance to the DepEd Memorandum, this study in
language learning strategies and anxiety centers in the use of language as a
medium of instruction in the context of Mater Dei College.
Ghani (2003:121) studied the scope of language learning strategies
wherein she defines strategies as specific actions, behaviors, steps or techniques
applied by the students for their second language skills development and
internalization, storage, retrieval or usage of the target language. According to
Rigeney (1978:20) as supported by Oxford, Lavine and Crookal (1989) which was
cited in Hardan (2013,1714), language strategies are often-conscious steps that
learners used to enhance their second language acquisition.
Chamot (2004) defines language learning strategy as the conscious
thoughts and actions that learners use and apply in order to achieve their learning
goals. Recently, language strategies have been delineated as the learner’s chosen
tools for an active and independent language learning (Griffiths, 2008b; Oxford,
2011b). Presently, language strategies are defined as learners’ actions and
techniques to improve and develop their language skills.
A number of researches have examined if the learners’ characteristics have
an impact on foreign language anxiety. Results have been mixed based on gender
differences in various contexts. Dewaele (2007, 2013a); Dewaele et al., (2008);
Matsuda & Gobel (2004); and Woodrow (2006,) found out that there were no
significant differences with respect to the foreign language anxiety when grouped
8
according to gender, whereas other researchers found out that high level of anxiety
was manifested by females (e.g., Arnaiz & Guillén, 2012; Briesmaster &
Briesmaster-Paredes, 2015; Cheng, 2002; Dewaele et al., 2016; Donovan &
MacIntyre, 2004; Öztürk & Gürbüz, 2013; Park & French, 2013).
Learners are encouraged by Oxford (199:50) to apply various language
learning strategies in the language learning process. The belief that learning is
facilitated by the awareness of the students on the distinct variety of strategies that
they can choose from. Every student utilizes strategies in their language learning
such as breaking down the components and guessing when they read (Oxford,
1990:43).
It has been found out in the studies of O Malley et.al (1985) Chamot et al.
(1987; 1988); Ehrman (1990), that learners employ various language learning
strategies. Differet students apply and adopt different strategies in order to learn a
new language. A lot of studies revealed that the language strategies used in both
ESL and EFL classes also vary depending on the gender differences. Most studies
showed that females used second language learning strategies more compared to
males. For instance, Politzer (1983) stated that female ESL learners use more
social strategies that males. Of all college students learning the foreign languages,
females used more 35 formal, rule-based practice strategies and more strategies
to elicit input in conversation (Oxford & Nyikos, 1989).
Horwitz, and Cope (1986) put forward an anxiety construct which they called
Foreign Language Anxiety which was responsible for students’ unbearable
experiences during language classes and suggested an instrument called Foreign
9
Language Classroom Anxiety Scale (FLCAS), which measures the anxiety level.
Findings of the past studies indicate negative relationship between anxiety and
achievement. Variables and constructs such as perspectives, motives, beliefs,
learning styles, tactics are presently being studies in connection to the language
anxiety. People know that students need to adopt behaviors and approaches that
would decrease the anxiety, increase the driving factors and enable them to
communicate their ideas, knowledge and emotions. The present struggle in
second language and foreign language teaching is providing a learner-centered
and anxiety-free environment for the learners.
In the Philippines, although English language has been adopted as a
second language due to the country’s rich linguistic diversity (Wa-Mbaleka,
2014b), Filipino students continue to face challenges in learning the second
language (Berowa, 2018). The process of learning English as a second language
can be difficult because it entails complex tasks that require psychological and
social factors (Berowa, 2016). Consequently, there is a need to find out the factors
that may hinder or negatively affect English language learning among Filipino
college students.
Negative evaluation and communication apprehension are most likely the
cause of students’ level of anxiety as revealed by past studies. Students are found
to be apprehensive when teachers ask questions that students are not prepared
for and about their classmates having better English. In the study of
Tzoannopoulou (2016), the factors that influence the level of language anxiety are
10
learners’ apprehension on the teachers and peers particularly on their corrections
and criticisms.
Fear of negative evaluation is experienced in situations in which language
learners develop a feeling of being unable to manifest a good assessment result
(Aydin, 2008). Along this line, Aydin (2008) illustrates that communication
apprehension happens when language learners lack established communication
skills even if they have developed ideas and thoughts. This is what the author calls
as fear of real interaction and communication (Aydin, 2008, p. 423).
With regard to the test anxiety of the students, studies revealed that test
anxiety was also one of the factors that contributes to the anxiety level which
affects the performance of the students. Aydin (2009) affirmed that test anxiety can
negatively influence students’ motivation, achievement and concentration
eventually constraints them in translating their actual performance to test results.
Speakers must have adequate knowledge on the grammaticality of English
language so that the listeners can easily comprehend what the speaker said.
Studies showed that limited vocabulary could be attributed to speaking anxiety. It
has been found out that students have problems in speaking due to their limited
vocabulary. About 80% of the participants stated that they do not have enough
knowledge in vocabulary in terms of speaking the English language. Hence, in
order to enhance the competence needed for English language learners, students
should see to it that they have good vocabulary for them to be able to deliver their
thoughts to another person through the use of appropriate words (Herwanto,
2013).
11
In the study of Beria et.al (2003), it was revealed that there is a significant
correlation between the language learning strategies applied by the students and
English language classroom anxiety. It was found that there is a negative
correlation which supports an inverse relationship between the two variables.
Students who use more language strategies express or manifest less English
Language Classroom Anxiety than those who use less strategies.
THE PROBLEM
Statement of the Problem
This study determined the extent of participants’ application of language
learning strategies and level of language anxiety of college students taking
Purposive Communication classes during the second semester of the academic
year 2022 to 2023 in Mater Dei College. It further measured the relationship
between language learning strategies and language anxiety.
Specifically, this study answered the following research questions:
1. What is the participants' profile in terms of:
1.1.
sex; and
1.2.
college?
2. What is the extent of the participants’ application of language learning
strategies?
3. What is the level of language anxiety of the participants in terms of:
3.1 fear of negative evaluation;
3.2 communication apprehension;
12
3.3 fear of test;
3.4 anxiety in English class; and
3.5 public speaking anxiety?
4. Is there a significant difference in the students’ extent of application of
language learning strategies when grouped according to their profile?
5. Is there a significant difference on the students’ language anxiety when
grouped according to their profile?
6. Is there a significant relationship between the students’ extent of
application of language learning strategies and level of language
anxiety?
Alternative Hypotheses:
1. There is a significant difference on the students’ extent of application when
grouped according to profile.
2. There is a significant difference on the students’ language anxiety when
groups according to their profile.
3. There is a significant relationship between the student’ extent of application
of language learning strategies and level of language anxiety.
Significance of the Study
The findings of the study will redound to the benefit of school, considering
that the extent of application of will address the learners’ language anxiety in
language learning. The findings of the research will help schools in general, to
propose language programs and policies that will enable students to actively
13
engage in language learning present in a conducive classroom. This research will
help students to develop new language learning strategies that would lessen their
language anxieties. The findings will serve as an aid for the teachers in
implementing strategies, methods, and approach that would lessen the affective
filter or language anxieties of the students that affect their language learning
process. For future researchers, who wish to relate and see the relationship of the
extent of participants’ application of language strategies and level of language
anxiety, this study will serve as the standpoint for their future researches.
RESEARCH METHODOLOGY
Design
To gain an in-depth understanding of the correlation of the variables, the
researchers employed the convergent-parallel design. A convergent parallel
design entailed that the researcher concurrently conducts the quantitative and
qualitative elements in the same phase of the research process, and interprets the
results together (Creswell & Pablo-Clark, 2011). Quantitative data was gathered
through the use of adapted survey-questionnaire. For the validation and
verification of the responses on the survey-questionnaire, researchers conducted
an interview to get the qualitative data. Both was subjected to interpretation and
analysis.
Environment
14
The study was conducted at Mater Dei College (MDC) to selected college
students in every department. MDC is a Roman Catholic Institution established in
the year 1983. It has five colleges in the college department namely: Catholic
Institution located in Cabulijan, Tubigon, Bohol. It is a private and educational
school consist of College of Education (COE), College of Criminal Justice (CCJ),
College of Nursing (CON), College of Science and Technology (CAST), College of
Accountancy and Business Management- Hospitality Department (CABM-H) and
College of Accountancy and Business Management- Business Department
(CABM-B).
Participants
The research study focused on the college students of MDC. From the
target population, a total of 150 participants were chosen using stratified sampling.
In collecting the samples, the researchers obtained the list of the students who
took English courses such as Purposive Communication-Lecture or Laboratory in
the second semester of the academic year 2022-2023 and randomly choose 25
students per department. This study focused on the language learning strategies
and language anxiety of the college students of MDC.
Instruments
In determining the language learning strategies, language anxiety and
public speaking anxiety, the researchers made use of a standardized
questionnaire adapted from previous studies. There were three major parts of the
questionnaire. The first part focused on the language learning strategies of the
15
participants. The language learning strategies questionnaire were adapted from
the Strategy Inventory for Language Learning (SILL) version 7.0 (Oxford, 1990)
and the study of Berg et. Al (2020) titled “Developing a Socioculturally-Appropriate
Language Learning Strategies Questionnaire for Taiwanese University Students.”
The second part of the questionnaire focused on the participants’ language
anxieties. The questionnaires were adapted from the four-factor Foreign Language
Classroom Anxiety Scale originally developed by Horwitz et al. (1986) and Foreign
Language Classroom Anxiety Scale (FLCAS) by Horwitz et al. (1986); Personal
Report of Communication Apprehension (PRCA-24) and Personal Report of Public
Speaking Anxiety (PRPSA-34) by McCroskey (1970); and Speaker Anxiety Scale
(SA) by Clevenger and Halvorson (1992) based on their critical appraisals.
Moreover, the researchers used Likert Scale to analyze and interpret the
language strategies used by the participants. There were 20 items on the scale
with five responses ranging from Never to Always and to be interpreted as follows:
Response
Value
Interpretation
Never
1.00-1.49
Very Low
Seldom
1.50-2.49
Low
Sometimes
2.50-3.49
Average
Often
3.50-4.49
High
Always
4.50-5.00
Very High
The researchers used the same Likert Scale to analyze and interpret the
level of language anxiety of the participants. The language anxiety questionnaire
16
part was divided into four sections with five responses ranging from Always true to
me to Never true to me and to be interpreted as follows:
Response
Value
Interpretation
Never true to me
1.00-1.49
Very Low
Seldom true to me
1.50-2.49
Low
Sometimes true to me
2.50-3.49
Average
Often true to me
3.50-4.49
High
Always true to me
4.50-5.00
Very High
Procedures
Gathering of Data
In conducting the study, the researchers sent a transmittal letter to the Vice
President for Academics for the endorsement and lawful consent to conduct the
research at Mater Dei College. The researchers also sent transmittal letters to the
college deans asking permission to conduct the study in their respective colleges.
After securing the permission, the researchers started disseminating informed
consent letters to the 150 chosen college students from the different college
department of Mater Dei College, citing the nature, purpose of the study and the
participant’s role in the study. The informed consent explained how researchers
would handle the confidentiality and privacy of the information collected. In
addition, participants were also allowed to ask further information. Then the
standardized questionnaires in Google form and printed questionnaires were
distributed to the participants. The data collected were compiled for analysis and
interpretation. To validate the responses of the participants in the Google form and
17
printed questionnaire, researchers conducted a follow up interview regarding their
responses. The data collected were be subjected to interpretation and analysis.
Statistical Treatment
This study investigated the relationship between the extent of the
participants’ application language learning strategies and level of language
anxiety. Through Likert Scale survey questionnaire, data were collected from the
participants. The data were compiled and organized.
The data gathered in this study were subject to the following treatment:
weighted mean, T-test, ANOVA and Regression Analysis using the Microsoft Excel
formula/template. The weighted mean was used to determine the participants’
profile, the extent of participants’ application of learning strategies and level of
language anxiety of the participants. The researchers made use of means to
understand the data set by gathering the representative sample and identifying the
central position which determines each quantity of the average. To know the level
of language strategies of the participants, Likert Scaling was utilized. The same
scaling applied to the language anxiety of the participants.
Moreover, T-test and ANOVA was utilized to determine the significant
difference of the extent of students’ application of language learning strategies and
their level of language anxiety to the participants’ profile. Meanwhile, the
Regression Analysis formula was used to determine the relationship among the
two variables in the study which are extent of participants’ application of language
learning strategies and level of language anxiety of the participants.
18
OPERATIONAL DEFINITION OF TERMS
Language Learning Strategies refers to the students’ processes and
actions wherein these are consciously deployed by language learners to help them
learn or use a language more effectively.
Language Anxiety encompasses the students’ feelings of worry and
negative fear-related emotions associated with learning or using a language that
is not in the learners’ mother tongue.
Fear of Negative Evaluation is a psychological construct reflecting
apprehension about students’ evaluations, distress over negative evaluations
done by the instructors, and the expectation that instructors would evaluate
students negatively.
Communication apprehension is a degree or measure of the students’
anxiety that is triggered by the real or anticipated communication act inside or
outside the classroom.
Test anxiety is a type of performance anxiety felt by the students whenever
they are in a situation where performance really counts or when the pressure to do
well is high.
Public speaking anxiety is essentially the students’ fear which creates
feelings of intense nervousness, discomfort, worry and anxiety during public
speaking.
Chapter 2
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter covers the presentation, analysis and interpretation of the data
gathered. It deals specifically with the extent of application of language learning
strategies and level of language anxiety of college students.
Table 1
Participants’ Profile
Table 1 showed the participants’ profile in terms of sex and college
department they belong. The table was arranged according to the frequency of the
responses from highest to lowest. The stratified sampling technique was used in
order to obtain the equal number of participants from the different colleges in the
locale of the study. The table revealed that there were more female participants
who participated in the study, obtaining 62.67% over the total number of 150
participants. Nevertheless, there was an equal number of participants gathered
from each college department.
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Table 2
Participants’ Language Learning Strategies
Note: Very High (4.50-5.00). High (3.50-4.49).Average(2.50-3.49). Low (1.50-2.49). Very Low (1.00-1-49).
Table 2 showed the extent of the application of these language learning
strategies. The data and indicators were arranged according to the magnitude of
the weighted mean. It was revealed that students employed a variety of strategies
in learning the language. As supported by O’Malley et.al. 1985a; Chamot et al.
1987; 1988; Erhman 1990, different students applied different strategies in learning
the language.
It was found out that the extent of the application of language learning
strategies were high with the composite mean of 3.73. This meant that all of the
language learning strategies in the questionnaire were applied by the students
most of the time. There were 16 language learning strategies which were mostly
or highly applied by the students which got the weighted mean ranging from 3.504.49. The top three indicators or language learning strategies which were highly
applied by the students were noticing English mistakes to help do better, listening
to music, watching movies and imitating them, and using simpler words to express.
This implied that students used these strategies to master, communicate and learn
23
the English language particularly in their Purposive Communication classes. This
also implied that these strategies were effective in learning the language.
The result of the current study coincided with Rigeney (1978: 20) and Ghani
(2003) who claimed that language learning strategies often involved conscious
steps or behaviors that the students apply to improve their acquisition, storage,
retention, and use of new information. With regard to the top three highest
indicators, one of the participants stated that he noticed his English mistakes
through the corrections from the teachers and fellow students. This implied that
students were open to constructive criticism or feedback to heighten their
understanding and interest in the subject matter. Apart from this, music and movies
also became tools in further enhancing the process of learning the language. They
acquired new vocabulary or grammar through listening attentively to the lyrics and
dialogues or even reading the subtitles. The use of simpler words to express their
thoughts helped them in conveying to easily deliver their thoughts and ideas
whenever they were asked to in the class.
“Buhaton perminte ang mga strategies nga makahelp sa akoa para mas
mo 23ayo pa sa language na gigamit sa course/subject. Geselect nako kung asa
may mas makahelp ug mas maaply nako sa akong self para makalearn”, according
to the participant.
The bottom three indicators or language learning strategies which were
averagely applied by the students that got the weighted mean of 2.50-3.49 were
practicing English with classmates and schoolmates, using word cards and
participating in English activities and camps. This elucidated that although these
24
were effective, students preferred using those strategies that fitted to their interests
and learning preferences. As a support, one of the participants elaborated that it
was difficult to practice English with classmates and schoolmates because of his
fear to be judged or criticized.
Aside from that, the participants saw the convenience of using vernacular
language in their classes. The use of the English language inside the class was
not strictly implemented. Therefore, students found convenience in speaking the
vernacular language. The usage of the word cards was moderately applied by the
students as these word cards were not utilized that much in relation to Purposive
Communication classes. However, few of the participants stated that they chose
to use word cards to learn vocabulary on their own. The participants’ participation
in English activities, clubs and camps were limited because these were not that
relevant to their courses. Few also said that they were not interested in joining and
they did not have time to participate due to hectic schedule. The recruitment for
the English clubs was not that expansive also to encompass or inform all the
students about it.
“During test and oral recitation, panagsa man gud gina-encourage mi nga
mo-istorya in English. I love to learn the ins and outs man sa English pero maglibog
ug lisudan ko. Para namo man gud mahadlok mi mogamit sa English, labi na ug
amoang maestra kay grabe kaayu ka-strikta. Tuon lang jud, nya ampo sad. Pero
di madala jud ba, kay sometimes jud di mapugngan nga kulbaan gihapon. Kuan
man gud, panagsa dili madala ug tuon tanan human kanang wala gani kay sure if
25
sakto ba jud ang answer nimo. Maong bisan pagpila ka preparation nya study nako
bisan pag-memorison.”, according to the participant.
The variation of the different language strategies employed by the students
in their Purposive Communication classes corroborated the theory on the System
of Language Learning Strategies by Rebecca Oxford which posited that language
strategies were used in order for the students to attain and engage in language
learning. Every student had his or her own strategies as to how he or she would
understand or grasp the lesson which was a manifestation of one of Krashen’s
Hypothesis called Input Hypothesis. This meant that these language learning
strategies were being employed by the students because they received
comprehensible inputs from these strategies to enable them to learn and acquire
the language.
Table 3
Participants’ Language Anxiety in terms of Fear of Negative Evaluation
26
The language anxiety was divided into five categories namely: fear of
negative evaluation, communicative apprehension, fear of test, anxiety in English
class and public speaking anxiety. The data gathered was presented also per
category. All of the tables had high composite means. The language anxieties were
arranged accordingly based on the magnitude of its weighted mean.
Table 3 showed the category of fear of negative evaluation which focused
on the anxiety of the students particularly on the assessment or evaluation in their
Purposive Communication class encompassing the different types of assessment
and evaluation. The table had a high composite mean of 3.7 which implied that
participants were experiencing a high level of language anxiety inside the class.
They were anxious over the form of evaluation and assessment the teacher would
conduct in their English class.
The table revealed that all of the anxiety indicators were manifested by the
students as it got either high (3.50-4.49) or average (2.50-3.49) interpretation. The
anxiety which got the highest weighted mean was thinking that classmates’ use of
English was better than theirs followed by getting nervous when teacher asked
questions and trembling when going to be asked in the class. These top three
indicators got a high interpretation which entailed that these anxieties were
manifested by the students most of the time. The top indicator was most likely
driven by the internal factors that students faced during class sessions. The
participants observed that they feel anxious knowing that their classmates’
performance would actually set the standards of the teacher which they observed
since the start of their classes.
27
Furthermore, getting nervous when the English teachers asked questions
was also manifested by the students as participants felt anxious and conscious of
how they would express thoughts, ideas, concepts and deliver these in English
language. Another factor was when the teacher asked a question about the lesson
that they did not fully understand. Some participants claimed that the expectation
and satisfaction level of the teacher towards their answer was also one of the
reasons they get nervous. Similar reasons or factors were applied in the third
indicator which is trembling when going to be asked to speak in the class.
This can be supported by Aydin (2008), who posited that the fear of negative
evaluation was experienced by the students particularly in times where learners
developed the inability to manifest an appropriate social impression. This implied
that the views of the teacher and their fellow classmates were the dominating
external factors that contributed to their anxiety level.
The anxiety which got the lowest weighted mean was finding the pace too
fast that worried the students to be left behind and getting depressed over the
teachers’ corrections. These two lowest indicators both garnered a weighted mean
that belong to 2.50-3.49 or average. The participants found the pacing of the
discussion clear and smooth while few found it a bit fast for them to grasp the
lesson. Getting depressed over the teachers’ correction was only averagely
manifested because they were attentive and focused on how the teachers provided
constructive criticism and feedback. This meant that students found interest as the
teacher provided feedback which they took positively in order for them to learn.
28
Table 4
Participants’ Language Anxiety in terms of Communicative Apprehension
Table 4 showed the level of language anxieties of the students particularly
on communicative apprehension. This category focused on the anxiety of the
students in expressing and communicating. The anxiety indicators in this category
got the weighted mean that belongs to 3.50-4.49. This implied that these anxieties
were highly felt and manifested by the students. This also implied that the students
had a high level of language anxiety particularly in communicating with another
individual or group of people.
The top three indicators were feeling shy in front of others, panicking when
speaking without preparation, and getting nervous when speaking with native
English speakers. This result supported the findings of the study conducted by
Aydin (2008) where it was found out that communication apprehension took place
when language learners failed to develop communication skills even if they had
organized ideas and thoughts. This was what he called as “the fear of getting into
real communication with others”. Due to the lack of exposure to the English
29
language, students had failed to develop their communication skills which were the
reasons they were afraid or nervous when they were asked to speak using the
language.
The two bottom indicators were hesitance in speaking in English class and
getting nervous when students did not understand every word the English teacher
said. Though they were lower in the order of the indicators, they were found to be
also highly manifested by the students. The participants asserted that their
hesitation to speak in the class and getting nervous were due to the teachers’ and
classmates’ corrections and criticism as justified by the findings of Tzoannopoulou
(2016).
In connection to The Interlanguage Theory by Selinker, it was stated that
the language of the second language learners was controlled by systematic rules
which were different from the rules in native language. Participants hesitated in
speaking in English class because aside from the lack of exposure to the target
language, they also relied on word-to-word translation. It had been highlighted on
the study that rules in native language were mostly applied in learning the second
language. They applied what they perceived as correct, which was not always
applicable. This resulted to their hesitation in speaking because the rules from first
language (L1) and second language (L2) would most likely confuse them, thus
making their utterances and construction inaccurate. The result of the study was
also related to the social interaction theory by Vygotsky wherein the social
interaction contributed to the language learning development of the students. This
implied that communication held much importance in learning language. However,
30
the students still felt anxious because of the fear to be judge and criticized by their
peers if they communicate ungrammatically.
Table 5
Participants’ Language Anxiety in terms of Fear of Test
Table 5 showed the level of language anxieties of the students particularly
on the fear of test category. This category emphasized the anxieties of students’
performance during tests in their Purposive Communication class. The top
indicator which got the weighted mean of 4.00 was worrying about the
consequences of failing English class followed by worrying about making mistakes
and feeling tensed during tests in my class. Few of the participants affirmed that
they worried about failing the exam regardless if they studied thoroughly or not. It
could be possible that what they studied would not come out during the exam which
might affect their performance. This supported the claim of Aydin (2009) where the
test anxiety could negatively affect the learners’ motivation, concentration and
achievement which limited their actual test performance.
31
The two bottom indicators were feeling afraid that the teacher would correct
every mistake and the more students prepared for an English test, the more
confused they got. The participants had asserted that the main reason of their
anxiety over the corrections of the teacher was mostly on the fear that their fellow
classmates would laugh and criticize them. They also added that teacher might be
disappointed if ever they would commit mistake or error in the class. According to
the participants, even if they were prepared in their classes, they still felt anxious
because some parts of the lesson they studied would not come out in the test. In
addition, the participants asserted that the difficulty level of the test was also a
factor to be considered. There were times that they had studied the lesson properly
but the questions in the test were very tricky for them to answer.
“Kanunay, kay sa klase man gud nay usahay nga ang topic mismo nga idiscuss
kay lisod sabton, paspas sad usahay ang motudlo tas ug mag-oral, uwaw kay
basin kasab-an kay wala namao ang English. Unya ug magtest sad kay mahunahuna sad mi nga basin dili mogawas among gipangtun-an.”, according to the
participant.
32
Table 6
Participants’ Language Anxiety in terms of Anxiety in English Class
Table 6 showed the level of language anxiety of the students particularly in
the anxiety in English class category. This category focused on the anxiety of the
students in their class discussion and activities. These anxiety indicators got either
high or average interpretation highlighting that there were indicators that were
highly manifested and averagely manifested by the students. This category got the
overall mean of 3.54 which implied that the level of anxiety of the students in their
English class was high.
The indicators which got the weighted mean of 3.7 were feeling anxious
even if they were prepared and feeling pressured to prepare very well for English
class. The participants affirmed that both external and internal factors could affect
this particularly on the remarks from fellow classmates, their anxiety level, the
teachers’ mood, the environment itself and students’ internal issues and problems.
The participants claimed that they were anxious even if they were prepared
because of how the teacher would set the mood in the class. In addition to the
33
interview conducted, the participants stated that they developed fear upon seeing
the teacher enter the class with the bad mood. They also added that their fear also
varied on who was the teacher in the class because according to them, there were
different personalities and teaching styles for every teacher. Aside from that, they
got anxious also because they did not know what would happen in the class, they
anticipated that they might have an oral recitation, a quiz or an activity.
This result was aligned to the whole language approach theory emphasizing
that a language could be acquired and learned holistically. By means of holistic
learning, both macro skills and micro skills of the language had been taught in the
class for the learners to fully acquire the language. This is aligned but not realize
or utilized inside the classroom. In terms of anxiety in English class, student got
the high weighted mean. This is connected to the whole language approach, that
language should be learned as a whole, which is not acquired by the students. It
is evident on their level of anxiety. The result justifies that the philosophy is not
effectively applied as students tend to focus on the anxiety and not attaining the
goal of holistic learning. If the students learned holistically, it could be seen on the
performance and competence during the English class. The gap created through
teaching the skills separately lead students to feel unsure and uncomfortable
throughout the learning process. Despite this, the anxiety over English class was
high because of both external and internal factors as being emphasized by Berowa
(2016) that learning English as a second language could be difficult because it
entailed complex tasks that require psychological and social factors. This meant
that language learning was not easy which was also claimed by the participants as
34
it did not only focus on the communication but it also entailed expression. This has
been supported by Berowa (2018) who posited that Filipino students had
experienced difficulty in dealing with English class as Philippines had been
adopting the English language as a lingua franca—second language. It had been
also used as the medium of instruction in school setting which was mandated by
the DepEd Memorandum no. 189 s. 2003.
Table 7
Participants’ Language Anxiety in terms of Public Speaking Anxiety
Table 7 showed the level of language anxieties of the students particularly
on the public speaking anxiety category. The table revealed that the public anxiety
indicators were either highly manifested (3.50-4.49) or averagely manifested (2.503.49) by the students. There were 12 indicators which got the weighted mean of
3.50-4.49 or high interpretation and 2 indicators which got 2.50-3.49 mean or
average level. This implied that the 12 indicators had been highly manifested by
the students while the remaining two had been averagely manifested in their
Purposive Communication class.
35
The top three indicators were being self-conscious while speaking in front
of the class, trembling and panicking when called, getting nervous and confused
that he/she forgets the things he/she knows. In a particular class, the reason of the
participants for having such anxiety was similar to the category of communication
apprehension that they were self-conscious because they were afraid to be
humiliated by their fellow classmates because even if they might be inclined to
accept constructive criticism, there were students who tend to just ridicule them.
The teacher’s mood and teaching style also was another factor that most of the
students tend to tremble when called to share their ideas and thoughts in the class.
Aside from that, the limited vocabulary could also be the reason of their
public speaking anxiety as they could not express their thoughts and ideas with
spontaneity. This factor was related to the claim of Herwanto (2013) that students
should have a good vocabulary knowledge in order to communicate effectively with
others by using the appropriate words. Participants had stated that they tend to do
translation from Cebuano to English most of the times which affected their
spontaneity and confidence in speaking. This also mirrors their grammatical
competence of the students as it had been justified that the students were not
aware with the rules and not all texts were accurately translated. There would be
problems in their word order, the correct tense, auxiliary verbs, structured errors
and more. This led students to create poorly constructed sentences. According to
Purpura (2014), the knowledge on grammar of the students would affect the
spontaneity of the students however, if they did not have enough knowledge about
it, their level of anxiety would most likely increase.
36
The bottom two indicators which got the average level of manifestation by
the students were having trouble coordinating my movements while speaking, and
disliking using my voice and body expressively while speaking. These indicators
for the average interpretation as the respondent had claimed that they did not
usually incorporate body language most of the time. Sometimes they could not
notice their body language as they were more focused on their ideas and thoughts
but also, they could not deny that they were conscious about the gestures and
body language while speaking.
Table 8
Summary of the Participants’ Level of Language Anxiety
Table 8 showed the summary of the language anxiety in five constructs.
These factors were proposed by Horwitz and Cope (1986) who posited the
importance of this anxiety scale to measure the anxiety felt by the students which
could be related to the achievement and development of the students particularly
in language learning.
The result revealed that the public speaking anxiety got the highest
composite average of 3.73 among the five categories which implied that most of
37
the anxieties of the students came from their anxieties on public speaking.
According to the participants, they were more afraid to talk using the English
language than writing it because speaking required spontaneity in delivering
thoughts and ideas, whereas writing did not. Writing could make an individual or
learner correct what he or she had written, while it was difficult to take back what
had been uttered in terms of speaking. The lowest factor contributing to the total
level of the language anxiety of the students was the anxiety of English class with
the composite average of 3.54. This meant that in all five constructs, the level of
English language anxiety manifested by the students was relatively high.
This result could be further explained through incorporating Krashen’s
Monitor Hypothesis wherein the focus was on the process of consciously learning
the grammar rules and functions instead of delving on its meaning. As a result,
students were not that that good in communicating using speech. Their written
sentence construction might not be also that accurate. Learners failed to develop
speaking fluency because their concern was more on being grammatically correct.
They became too conscious in their utterance which led to the inability of producing
spontaneous speech.
“During recitations pud like kintahay if na ko sa balay kay murag fluent ko
gamay mo-speak ug English pero if recitations na ngana kay ma-anxious nako,
maconscious nako kung unsay huna-hunaon sa uban if mali ba ko ana.”, according
to the participant.
“Pagkinaunhan, anxious 37ayo ko kay dili 37ayo ko fluent ug English nya
akong standard when it comes to Purcom class kay kinahanglan English gyud.
38
Nya ang mga topics pud, dili laayo ko ka relate kay di pod ko ganahan ug English.”,
added by one of the participants.
Krashen’s Affective Filter Hypothesis could also be connected to the relatively high
means. It posited that language anxiety restricted learners’ capacity to process the
inputs and also hinders the course of language acquisition. This indicated that too
much anxiety affected and impaired the learners’ mental function. The high level
of anxiety felt by the learners made them acquire less than they were supposed to
which might lead to incapability of performing what they had learned and acquired
in class. Krashen’s Hypothesis of Natural Order could also support the result of the
current study. It theorized the idea that learners learn the language in a natural
order and that some acquires or learn the language at different times. This was the
reason why the learning of the learners on the language varied differently
particularly in time which could also contribute to their anxiety level. Those learners
who had not understood the aspect of the language would feel anxious because
they felt they were left behind by the class. Generally, the reason of the high level
of anxiety felt and manifested by the students was caused by external and internal
factors.
Table 9
Differences in the Language Learning Strategies according to Profile
39
Table 9 showed the differences of the language learning strategies of the
students according to their profile. With the p-value of 0.379 on sex and 0.338 on
college, they were both greater than the significance level of 0.05. These results
did not reject the null hypothesis of no significant differences in the language
learning strategies when grouped according to their profile. This implied that both
male and female students applied language learning strategies mentioned in
learning the language particularly in their Purposive Communication classes.
Most of the studies had been in unity in concluding that female students
often used language learning strategies than the male students (Ehrman &Oxford,
1989; Green &Oxford, 1995; Oxford & Nyikos, 1989; Oxford & Nyikos & Ehrman,
1988; Sy, 1994; Yang, 1993; Zoubir-Shaw & Oxford, 1995). The participants and
the findings itself had affirmed that language learning strategies had no significant
difference when grouped according to profile. Regardless of participants’ profile in
terms of sex and college, participants applied varieties of language learning
strategies in learning the language.
According to them, male and female participants employed a variety of
language learning strategies to learn the language. However, they added that the
application varied on what the student found effective. Students highly applied
language strategies but the specific strategies to be applied varied depending on
the effectiveness of these strategies to the students. In terms of college, similar
assertion had been provided by the participants. Even if the students came from
40
the different colleges, they still highly applied variety of language strategies to
engage in language learning.
“Depende sa unsay mas daghan, kay mas kuan ang babae sa amoang
room kay daghan ang bae then kasagaran pud sa laki namo kay hilumon then
murag mauwaw sila.”, according to the participant.
This result affirmed the definition of Chamot (2004) which defined that
language learning strategies were both conscious thoughts and action that
learners took in to achieve their learning goals which was further explained by
Griffiths (2008b) and Oxford (2011b) as tools to improve on language learning.
This implied that every student whether they come from different colleges, the
application of language learning strategies was the same. It varied on what specific
language strategy to be employed.
Table 10
Differences in the Language Anxiety according to Profile
41
Table 10 showed the differences of the language anxiety of the students
according to their profile. The result had the p-value of 0.563 on sex and 0.686 on
college, which were both greater than the significance level of 0.05. These resulted
in non-rejection of the null hypothesis of no significant differences in the language
anxiety when grouped according to their profile. This implied that both male and
female students in each different college had been anxious not just particularly on
their Purposive Communication classes but generally in learning the language.
There were participants who said that there was no difference because all
students felt the same level of anxiety. All students according to the participants
would feel anxious especially when they were having a hard time in learning the
lesson particularly in dealing with the language in their Purposive Communication
classes. They added that it depended on the number of male or female students
in the class. Those students who were in the class which had female dominance
over male would tend to say that females are more anxious. The same assertion
could be applied to the college department they belonged to.
“Same ra kay lisud man ang subject pero depende sad sa mga maestra kay
dili man kaayu strikta ang amoang maestra baw raman sa uban. Kanag wala man
gud mi gostrikto nga mag-English sa klase sa among teacher maong usahay dili
kaayu kulba sa klase.”, according to the participant.
The discussion on language anxiety and gender become one of the
researches focus because of the assumption that the difference between female
and male students could have been a possible factor that could influence anxiety.
With this, many researches had conducted studies which revealed varying
42
conclusions. The result of the current study affirmed the results found in the
previous studies as they found out that there was no significant gender-related
differences with respect to foreign language anxiety (Dewaele, 2007,2013a;
Dewale et al, 2008; Matsuda & Gobel, 2004; Woodrow, 2006), whereas other
researches concluded that females manifest high-level of anxiety compared to
male (Arnaiz&Gullen, 2012; Briesmaster & Briesmaster-Paredes, 2015; Cheng,
2002; Dewalee et al, 2016; Donovan & MacIntyre, 2004; Öztürk & Gürbüz, 2013;
Park &French, 2013).The inconsistency of the results from the previous studies
was due to the social, cultural and personal background of the participants which
were needed to be taken also into consideration.
Table 11
Relationship between the Language Learning Strategies and Language Anxiety
Table 11 showed the relationship of the language learning strategies and
language anxiety of the students. With the significant f value of 0.538 which was
greater than the significance level of 0.05, the null hypothesis on the relationship
between language learning strategies and language anxiety was not rejected. This
revealed that the two variables had no correlation. In statistical treatment, it was
43
assumed that language learning strategies was the independent variable whereas
the language anxiety was the dependent variable. This implied that the level of
language anxiety depended on the language learning strategies of the students. If
the extent of the application of language strategies was high, therefore the level of
anxiety was presumably low (inverse correlation). But, with the result of the current
study, this claim had been rejected. This implied that the level of language anxiety
did not depend on the language strategies used by the students. Regardless of the
different language strategies applied by each student, the language anxiety was
still highly observed. This could mean that the language learning process is greatly
affected by the students’ anxiety and this needs to be lessened.
Mohammadi et al (2013) revealed in their study that there was a negative
and significant correlation between language learning strategies and foreign
language anxiety through running a correlational analysis. It was revealed that
there was an inverse relationship between the variables which means that students
who used more language learning strategies expressed less English Language
Classroom Anxiety than those who used less.
The aforementioned study contradicted the result of the current study. Other
student testified that most of the students believed or thought about the
relationship of these two was a compensational process. This meant that students
had high application of language strategies because they had high level of
language anxiety. They had a low application of language strategies because they
had a low level of language anxiety. This implied that students on their own applied
44
a variety of the language strategies in order to compensate to the level of anxiety
they had.
“The monitor of the students is overworked. It would instill something
negative, because they are too conscious with their selves and performance, their
anxiety would reach higher regardless of the strategies used. To lessen the filter,
teachers should provide positive feedbacks, and comfortable environment pero
hunahuna students nga nakaprogram nga perfectionist siya, then it is no longer
extrinsic rather intrinsic or innate. Compensational man ng duha, taas ang
strategies maong taas sad ang anxiety.”, according to the participant.
Regardless of the level of the extent of the application of language learning
strategies, the level of anxiety was revealed high. The level of language anxiety
was affected by the both intrinsic and extrinsic factors which the participants had
asserted. Even though they employed different language learning strategies, they
felt anxious because of the difficulty of the course, lack of exposure to the
language, high affective filter, changing moods of the environment, and also due
to the teachers’ approach and mood inside the class. If the interaction is stiff,
students will also feel the mood inside classroom, this affecting their performance.
Chapter 3
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter wraps up the overall outcomes of the analyzed quantitativequalitative data which underwent series of investigations and interpretations, thus
45
resulting in conclusions on the answers in response to the general and specific
problems and providing recommendations based on the salient findings of the
study.
Summary
This quantitative-qualitative research study titled “Language Learning
Strategies and Language Anxiety,” was conducted at Mater Dei College, Tubigon,
Bohol. The study sought to determine the participant’s profile in terms of their sex
and college department, the extent of their application of language strategies and
the level of their language anxiety. This study also investigated the difference on
the in the extent of the students’ application of language learning strategies and
the level of language anxiety when grouped according to profile. This investigated
the relationship between the extent of the students’ application of language
learning strategies and the level of language anxiety.
This study was participated by one hundred fifty (150) college students
coming from the six college departments of MDC through stratified sampling
technique to get equal number of participants per department. The researchers
used Google forms and printed copies of the research questionnaire. The data
gathered were tallied, analyzed, and interpreted. To validate the responses of the
questionnaire, an interview was conducted by the researchers. Coding for
frequency, percentage, weighted mean, and t-test were utilized to identify the
significant difference and relationship between the variables and constructs of the
46
study. All computations were done through the use of Microsoft excel formulas.
The findings were the bases for the conclusions and recommendations.
Findings
The detailed analysis revealed the following findings:
1. Majority of the participants were females. There was an equal number of
participants from all the six college departments in MDC.
2. The extent of the participants’ application of language learning strategies
was generally HIGH. Public-Speaking Anxiety got the highest followed by
Fear of Negative Evaluation and Communicative Apprehension, followed by
Fear of Test and Anxiety in English Class as the lowest.
3. There was no significant difference on the extent of the participants’
application of language learning strategies when grouped according to
profile.
4. There was no significant difference on the participants’ level of language
anxiety when grouped according to profile.
5. There was no significant relationship between the participants’ extent of
application of language learning strategies and the level of language
anxiety.
Conclusion
Based on the findings, it was concluded that the level of language anxiety
of the students was not attributed to their extent of application of language learning
47
strategies. Students had utilized different language learning strategies but it did
not mean that their level of language anxiety would be low. Their level of language
anxiety could be affected by other factors—both internal and external. Students
had manifested language anxiety because of their problem in grasping the
language and the lesson, their less exposure to the language, and even their
interest in learning the language. Other factors could be the learning environment
set by the teacher, the teacher’s mood, expectations and standards. It is also being
concluded that students display lack of skills in decreasing and regulating their
affective filter in such way that they always think and anticipate that they would
commit mistake, thus leading them to do so. The learning gap created during the
pandemic also affected their anxiety level as well as their performances in class.
Instead of trying to work with their anxiety through applying these strategies,
students would still fail because their mindset that they would commit errors and
such are rigidly fixed. This is innate on their part.
Recommendations
Considering the findings and conclusion, the researchers recommend the
following:
1. Students are advised to continue applying the language learning strategies
they are using in learning the language.
48
2. Students should engage in reading literature books, English textbooks
whether online or at the library to scaffold their language learning and for
them to attain that certain level of fluency and accuracy in relation to
learning the English language and for them to feel confident in attending
their language class.
3. Teachers should apply teaching strategies that will activate participation
and involvement to lessen the language anxiety felt by the students such as
collaborative activities.
4. School should mandate the English-Only Policy once again to enhance the
communication skills of the students for them to improve their
communicative competence and level of anxiety.
5. Students should be encouraged to join English related activities and
English-related clubs such as English Wizard Society. The organization
should widen their membership and activities such as writing workshops,
debates, panel discussions, spelling contests, forums to heighten the
knowledge of the students. In addition, giving of English pamphlets and
booklets should also be utilized.
6. Teachers should provide prompt and non-threatening constructive
criticisms or corrective feedbacks to the students in order to achieve positive
backwash and to help them correct their language errors and mistake
instead of receiving harsh criticisms.
49
7. The school should strengthen the reading laboratory activities and speech
laboratory activities such as storytelling, choral reading, speech choir,
interactive discussion etc.
8. School should once again conduct a needs assessment such as English
proficiency test in order to assess and identify the needs of the learners.
This will help the teachers to determine how to employ an appropriate
instruction that would cater the students’ needs.
9. For future researchers, they may conduct a quantitative, qualitative or mixed
method research on the factors affecting the language anxiety of the
students. They may also consider the objectivity of the scale in the
questionnaire to come up with a sound and clear understanding on the part
of the participants.
50