Republic of the Philippines

DEPARTMENT OF EDUCATION
REGION XII
Division of Koronadal City
Corner Rizal Street, Jaycee Avenue, City of Koronadal

RESEARCH ENTRY

Research Title: Language Anxiety of Filipino Learners in Speaking

English: A Case Study

Research Proponent/s: Raleigh J. Ojanola

Position: Teacher II
District: Koronadal District IX
School: Koronadal National Comprehensive High School-SHS
Email add: ojanolaraleigh@[Link]
Mobile No. 09101258347

Research Category: (Kindly check.)

_√__ Oral Presentation ____ Poster Presentation

Research Theme/Sub-theme: (Kindly check.)

__√_ Theme 1-A: Teaching and Learning (Sub-themes: Instruction and Curriculum)

____ Theme 1-B: Teaching and Learning (Sub-themes: Learners, Assessment and

Learning Outcomes)

____ Theme 2: Child Protection

____ Theme 3: Human Resource Development

____ Theme 4: Governance

Language Anxiety of Filipino Learners in Speaking English:

1
 A Case Study

ABSTRACT
The purpose of this study is to investigate Filipino learners’ language anxiety in
speaking English as a medium of communication in the classroom using the English
Language Classroom Anxiety Scale (as based from Horwitz, Horwitz & Cope’s Foreign
Language Classroom Anxiety Scale, 1986), to explore the effects of language anxiety to
the respondents and to discuss how each respondent copes with their language anxiety
towards speaking English in the classroom.
Based from the data, there is an average of 18 (40%) who do not have language
anxiety in an English classroom and 27 (60%) respondents who have language anxiety
in an English classroom. The findings entail that classroom activities that require
students to speak make the respondents anxious in an English classroom. However,
taking English test and being in an English classroom do not make students anxious.
On the other hand, the findings also entail that the respondents are afraid to speak in
English, have incompetent English skills, are knowledgeable on the grammar rules but
forgetful if asked to speak and are afraid of negative feedback from their teachers or
classmates. Furthermore, the respondents become self-conscious and overthink
negatively, prefer written assessment over oral assessment, but they are willing to learn
English. The respondents prefer approachable teachers and an informal conversation
using English language. By applying various language strategies, these enable the
learners to take charge of their own learning as these serve as their basic aid to learn
other macro skills in the target language.

INTRODUCTION

One of the communication skills that the Department of Education

(DepEd) aims for the students to possess is oral fluency in speaking English.

The ability to communicate and express oneself fluently where the sender and

the receiver understand each other implies that there is an effective

communication. Brown (2015) defined effective communication as an extension

of the concept to require that transmitted content is received and understood by

someone in the way it was intended. Thus, it is a two-way process that involves

an individual sending a message that is easily understood by the receiving party.

In the context of education, it is very important that a student should

possess effective communication skills using English as the medium of

communication in interacting to their teachers in a classroom. However, not all

2
students can communicate themselves effectively in English in a language

classroom. A student may have an idea to answer, participate or interact with

his/her teacher during the teaching and learning process, but may choose not to

because one factor that affects a student to participate is his/her language

anxiety in speaking English in a language classroom.

Language anxiety, as defined by Gardner and MacIntyre (1993; as cited

in Daubney, 2015), is the fear or apprehension occurring when a learner is

expected to perform in the second or foreign language or the worry and negative

emotional reaction when learning or using a second language. It is classified into

four categories namely communication anxiety, fear of negative evaluation, test

anxiety and English classroom anxiety.

STATEMENT OF THE PROBLEM

Because of this, the researcher came up with a study that aimed to

investigate Filipino learners’ language anxiety in speaking English as a medium

of communication in a classroom.

Specifically, this study sought to address the following research

questions:

1. Do Filipino learners experience language anxiety in speaking

English in a classroom?

a. Communication Anxiety
b. Fear of Negative Evaluation
c. Test Anxiety
d. English Classroom Anxiety
2. What are the effects of language anxiety to Filipino learners in

speaking English in a classroom?

3
 3. How do Filipino learners use varied language strategies in

coping with their language anxiety in speaking English in a

classroom?

SCOPE AND LIMITATION OF THE STUDY

The study is focused in investigating the language anxiety experienced by

45 Grade 12 senior high school students of STEM 1-Evolution (20 males and 25

females) and how this language anxiety affects learners’ proficiency in speaking

English.

SIGNIFICANCE OF THE STUDY

This study is significant to students, teachers, principals and school heads

and future researchers.

Students will understand how varied language strategies may help them

cope with their language anxiety in speaking English.

Teachers will be knowledgeable enough as to WHY and HOW language

anxiety occurs in the classroom that affects students’ participation.

Principals and school heads will have a basis to help teachers in making

each classroom conducive for learning.

Future researchers will be guided to have further studies in discussing the

effectiveness of varied strategies to eliminate language anxiety.

REVIEW OF RELATED LITERATURE

A case study conducted by Wang (2009) on Anxiety in English Language

Learning of Taiwanese University students on a Study Abroad (SA) program

suggests that anxiety is a symptom of identity conflict, dependent on contextual

factors and is always fluctuating. Such a view of anxiety is rarely present in

existing literature. The findings also show that various social factors made the

students experience identity conflict during the SA program, which in turn caused
4
anxiety and so impaired their access to social interactions in English, hindering

their English language learning while abroad.

In addition, Tsai and Chang (2013) conducted a study on motivation and

anxiety of English learning of students at Taiwan technical university. The

purpose of their study was to investigate inner motivation and anxiety of English

learning as it is experienced by English as Foreign Language (EFL) learners with

respect to various majors, differences in genders and language proficiency. The

results indicated that English learning anxiety impacted English learning

motivation in different ways depending on genders and majors. On the other

hand, English learning anxiety had little effect on English learning motivation for

the different levels of language proficiency groups.

CONCEPTUAL FRAMEWORK

Language Anxiety of Filipino Learners in Speaking

English: A Case Study

Language Anxiety of Filipino

Learners

a. Communication Anxiety
b. Fear of Negative Evaluation
c. Test Anxiety
d. English Classroom Anxiety

Effects of Language Language Strategies Used

Anxiety to Filipino Learners by Filipino Learners

Figure 1. Conceptual Framework

METHODOLOGY

Research Design

This study was Qualitative in nature where it sought to investigate Filipino

learners’ language anxiety in speaking English as a medium of communication in

5
a classroom. Also, this study used quantitative data to measure the language

anxiety of Filipino learners in speaking English through English Language

Classroom Anxiety Scale (as based from Horwitz, Horwitz & Cope’s Foreign

Language Classroom Anxiety Scale, 1986). Furthermore, qualitative data were

used to discuss the effects of these language anxiety to Filipino learners and the

language strategies used by Filipino learners in coping with their language

anxiety to speak in English through an in-depth interview with the respondents.

Locale of the Study

Koronadal National Comprehensive High School (KNCHS) is the locale of

the study which is located in Rizal Street, Brgy. Zone IV, City of Koronadal.

KNCHS was established in 1947 and started with 184 students in 1974, and

today it is the second home of more than 10,000 students from grades 7 to 12.

Respondents of the Study

The respondents of this study were the 45 Grade 12 senior high school

students of STEM 1-Evolution with 20 males and 25 females at Koronadal

National Comprehensive High School for the school year 2017-2018. Each was

given a questionnaire on English Language Classroom Anxiety Scale. The

respondents were given 10 minutes in answering the questionnaire. Afterwards,

the researcher identified the respondents with highest level of language anxiety

and conducted an in-depth analysis in discussing the effects of language anxiety

to Filipino learners in speaking English in a classroom through an interview. The

identified respondents with the highest level of language anxiety and above were

4—1 male and 3 females.

Instrumentation

The researcher used of the English Language Classroom Anxiety Scale

(as based from Horwitz, Horwitz & Cope’s Foreign Language Classroom Anxiety
6
Scale, 1986). Also, the researcher used a semi-structured interview method to

have an in-depth analysis on the effects of language anxiety to students in

speaking English and the different language strategies used by the respondents.

Statistical Treatment and Data Analysis

The study used survey method in identifying the language anxiety of the

respondents. The data were analyzed using frequency and mean percentage.

Furthermore, quantitative data were used to identify the respondents with the

highest language anxiety level in discussing its effects and the language

strategies used by the respondents. Then, thematic analysis was used.

RESULTS AND DISCUSSION

This chapter presents, analyses and interprets the gathered data on the

language anxiety of Filipino learners in speaking English through English

Language Classroom Anxiety Scale as based from Horwitz, Horwitz & Cope’s

(1986) Foreign Language Classroom Anxiety Scale. Furthermore, the study also

aimed to discuss the effects of these language anxieties experienced by the

respondents and what language strategies are being used by the Filipino

learners in coping with their language anxiety in speaking English through an in-

depth interview.

Table 1. Language Anxiety Level of the Respondents

Weighted Mean
Scale (No. of Respondents %
who answered)
Strongly Disagree (1) 5 11%
Disagree (2) 13 29%
Agree (3) 23 51%
Strongly Agree (4) 4 9%
Total 45 100%

Table 1 shows the language anxiety level of the respondents who took the

test. Based from the data presented, there is an average of 18 (40%)

respondents said that they do not have language anxiety in an English

7
classroom and 27 (60%) respondents said that they have language anxiety in an

English classroom.

Furthermore, the language anxiety experienced by the respondents is

divided into 4 sub-categories namely communication anxiety, fear of negative

evaluation, test anxiety and English classroom anxiety.

Table 2. Level of Language Anxiety for each Sub-category

Communication Fear of Negative English Classroom

Anxiety Evaluation Test Anxiety Anxiety
(1, 9, 14, 18, 24, 27, 29 (3, 7, 13, 15, 20, 23, 25, 31 (2, 8, 10, 19 and 21) (4, 5, 6, 11, 12, 16, 17, 22,
and 32) and 33) 26, 28 and 30)

Scale Weighted Weighted Weighted Weighted

Mean Mean Mean Mean
(No. of % % (No. of % (No. of %
(No. of
Respondents Respondents Respondents
Respondents
who who who answered)
who answered)
answered) answered)
Strongly
2 6% 4 9% 6 13% 7 16%
Disagree
Disagree 16 35% 13 29% 20 44% 20 44%

Agree 23 50% 22 48% 16 36% 16 36%

Strongly
4 9% 6 14% 3 7% 2 4%
Agree
Total 45 100% 45 100% 45 100% 45 100%

Table 2 shows level of language anxiety for each sub-category: the

communication anxiety, fear of negative evaluation, test anxiety and English

classroom anxiety. Based from the data, classroom activities that require

students to speak make the them uncomfortable in an English classroom.

However, taking English test and being in an English classroom do not make

students uncomfortable because it does not require them to speak in front of the

class.

To deepen the understanding of the language anxiety experienced by the

respondents, this study conducted an interview method to record all responses.

The researcher identified the respondents with the highest level of language

anxiety who were Rex, Lea, Jen and Nessa (Code Names) who all got 88%

language anxiety level.

8
Table 3. Effects of Language Anxiety to the Respondents
Respondent
s Effects of Language Anxiety
(Code Names)
-kinakabahan tuwing nirerequire mag speak ng English
-kahit papano alam ko naman ‘yung grammar rules pero na memental block
-hindi sanay magsalita at nahihiya kung nagkakamali
-hesitant magsalita kasi baka mali ‘yung masabi at pagtawanan
-kinakabahn baka magalit ang teacher kung mali ang sagot
Rex -kahit naka prepare before magspeak nagpapanic pa din
-wala namang problema kung mag written work kasi nacocorrect ang mali ng hindi alam ng
classmates
-okay lng naman ang English class basta hindi lang terror ang teacher
-mas gusto ko po ang written works kesa sa oral activities peru kung mag speak sa Ilonggo okay lng
-wala na lang ako nagpaparticipate if kinakabahan ako
-not fluent in English amo na nakulbaan ku magka mali, amo na wala naku naga recite
-kung mag study ku alone sang English, maconfuse ako
Lea -gusto ku ang English class kay maka tu-on ku English
-mas gusto ku ang sulat kesa sa magsalita sa atubangan sang klase kay macheck ku ang grammar
-gahipus na lang kay wala masabat
-nakulbaan kay hindi fluent
-bal-an ku man ang grammar kahit papano, pero kung mag hambal madula tanan
-mahuya ku mag hambal kay basi mali
Jen -nagiging self-conscious
-okay lang magesturya sang English with friends
-mas nami kung paryas paryas kami level kay hindi ako mahuya mag hambal English
-kung magsulat okay lang, kung speaking gnakulbaan kay I’m not a talker
-maka hambal ko English peru hindi straight kag hindi ku confident
-okay lang nga ma mispronounce ko ang word pero ma embarrass ko gamay
-gahipus na lang ku kung magkamali
Nessa -ga overthink ku ks-a sa kung ano ihambal sa akon ka classmates ku
-kung okay mag handle and teacher okay lang mag esturya English sa klase, peru kung karadlukan
mahuya kag makluba-an ku mag esturya kay basi kigan nya ako
-dapat mayo mag approach ang teacher

Table 3 shows the extracted answers of the respondents in the effects of

language anxiety experienced in speaking English inside the classroom. The

respondents were Rex, Lea, Jen and Nessa who were identified students with

the highest anxiety level in their class which is 88%.

Rex is one of the students who has the highest anxiety level which is 88%

in speaking English in an English classroom. The researcher found out that Rex

prefers writing over with speaking because he can immediately correct his

mistakes in writing compare with speaking. He also said that he really feels

nervous when he speaks in front of the class even though he knows the answer

that led him to be silent in the class. There are factors that made him nervous.

First, Rex is not used to speaking and had a minimum chance to practice his
9
speaking skills whenever he is in the class. Because of this, he always feels

nervous whenever he talks, “kinakabahan tuwing nirerequire mag speak ng

English.” Second, he knows about the grammar rules but he tends to forget all of

those when he speaks in English, “kahit papano alam ko naman ‘yung grammar

rules pero na memental block.” Third, if he commits ungrammatical structures,

he is afraid on what people may say to him, “hesitant magsalita kasi baka mali

‘yung masabi at pagtawanan.” He is afraid to be embarrassed in the class.

Fourth, he is afraid on what the teacher’s feedback may give to him, “okay lng

naman ang English class basta hindi lang terror ang teacher.” Especially, if the

teacher is very strict or “terror” as he described, he would really feel nervous.

Lea is also one of the respondents who had the highest anxiety level in

speaking English in an English classroom. She got 88% anxiety level. The

researcher found out that Lea admits that she is not fluent in English that led her

to be more anxious to speak English during the class, “not fluent in English.”

Furthermore, this not being fluent led to many factors that make her anxious in

an English class. First, she feels nervous to speak English in front of the class

that is why she chooses to remain seated and not participate during the class

session. Second, there are instances that make her confused every time she

studies English like if she does not understand English terms, “kung mag study

ku alone sang English, maconfuse ako.” However, despite these effects, she still

wants to learn English, “gusto ku ang English class kay maka tu-on ku.”

Jen got 88% anxiety level and is also one of the respondents who has the

highest anxiety level in speaking English in an English classroom. The

researcher found out that she feels nervous because she admits that she is not

really fluent to speak in English, “nakulbaan kay hindi fuent." Although she

knows the grammar rules, Jen forgets all of these whenever she speaks
10
because she is so conscious to what she is going to say and she is also afraid to

how her classmates react if she commits ungrammatical structures, “bal-an ku

man ang grammar kahit papano, pero kung mag hambal madula tanan.” She

also said that it is okay to talk in English with her friends because it does not

make her so conscious about herself, “okay lang magesturya sang English with

friends.” If the whole class has the same level of English skills, Jen would not

feel anxious whether she says grammatical structures or ungrammatical

structures; it is okay for her to commit mistakes because she believes that no

one is perfect, “mas nami kung paryas paryas kami level kay hindi ako mahuya

mag hambal English.” But, because of the kind of classmates she has knowing

that many of them are from the Science Curriculum, she would really feel afraid

to commit mistake because she also worries to negative feedback her

classmates would give against her.

Nessa is the last student who got one of the highest language anxiety

level in speaking English in class which is 88%. Based from the results, she

prefers to write than to speak because speaking makes her feel nervous due to

the reason that she is not a talker, “kung magsulat okay lang, kung speaking

gnakulbaan,” and “not a talker.” She can also speak English but not fluent and

sometimes she tends to stutter when she speaks, “maka hambal ko English peru

hindi straight kag hindi ku confident.” To her, it is okay to mispronounce words

because she believes that nobody is perfect but when she does she feels

embarrassed and tends to keep quiet. Furthermore, even if she knows how to

answer the question but because she always overthinks to what people might

say against her, she becomes more afraid and anxious to speak English, “ga

overthink ku ks-a sa kung ano ihambal sa akon ka classmates ku.” But, if the

teacher handles the class nicely, she will not feel afraid to speak English even if
11
she commits mistake, “kung okay mag handle and teacher okay lang mag

esturya English sa klase, peru kung karadlukan mahuya kag makluba-an ku

mag esturya kay basi kigan nya ako.”

Thus, the findings have really explained that students with high anxiety

level experience nervousness whenever they speak English during the class

session that leads to another problem. These problems are: a) does not

participate in class, b) becomes self-conscious, c) overthinks to negative

evaluation or feedback if answers wrongly, d) rattles if asked to speak in English,

e) prefers writing and not speaking, and f) becomes upset if the teacher is so

strict in giving feedback and if not approachable.

Table 4. Emergent Themes on the Categories of Language Anxiety

Categories of
Language Extracted Responses Emergent Themes
Anxiety
-kinakabahan tuwing nirerequire mag speak ng English- Rex Afraid to speak in
-kahit naka prepare before magspeak nagpapanic pa din- Rex English
-wala na lang ako nagpaparticipate if kinakabahan ako-Rex

-not fluent in English amo na nakulbaan ku magka mali, amo na wala

Communication Incompetent in
naku naga recite-Lea
Anxiety -nakulbaan kay hindi fluent-Jen English skills
-not a talker-Nessa
-maka hambal ko English peru hindi straight kag hindi ku confident-Nessa

-bal-an ku man ang grammar kahit papano, pero kung mag hambal Knowledgeable on
madula tanan-Jen the grammar rules
-kahit papano alam ko naman ‘yung grammar rules pero na memental but forgetful if
block-Rex asked to speak
-hindi sanay magsalita at nahihiya kung nagkakamali-Rex Afraid of negative
-hesitant magsalita kasi baka mali ‘yung masabi at pagtawanan-Rex feedback from
Fear of -kinakabahn baka magalit ang teacher kung mali ang sagot-Rex teachers or
Negative -mahuya ku mag hambal kay basi mali-Jen classmates
Evaluation
-nagiging self-conscious-Jen Becomes self-
-ga overthink ku ks-a sa kung ano ihambal sa akon ka classmates ku- conscious and
Nessa overthinks negatively
-wala namang problema kung mag written work kasi nacocorrect ang mali Written assessment
ng hindi alam ng classmates-Rex is preferred over
mas gusto ko po ang written works kesa sa oral activities peru kung mag oral assessment
Test Anxiety speak sa Ilonggo okay lng-Rex
-mas gusto ku ang sulat kesa sa magsalita sa atubangan sang klase kay
macheck ku ang grammar-Lea
-gahipus na lang kay wala masabat-Lea
-kung magsulat okay lang, kung speaking gnakulbaan-Nessa
English -gusto ku ang English class kay maka tu-on ku English-Lea Willingness to
Classroom -okay lang nga ma mispronounce ko ang word pero ma embarrass ko learn English
Anxiety gamay-Nessa

-okay lng naman ang English class basta hindi lang terror ang teacher- Prefers an
Rex approachable
-kung okay mag handle and teacher okay lang mag esturya English sa teacher
12
 klase, peru kung karadlukan mahuya kag makluba-an ku mag esturya kay
basi kigan nya ako-Nessa
-dapat mayo mag approach ang teacher-Nessa
Prefers talking to
-okay lang magesturya sang English with friends-Jen friends informally
-mas nami kung paryas paryas kami level kay hindi ako mahuya mag
hambal English-Jen

Table 4 presents the emergent themes on the categories of language

anxiety as extracted from the responses of the respondents. In terms of

communication anxiety, the respondents feel afraid to speak in English,

incompetent in English skills and knowledgeable to grammar rules but forgets if

asked to speak. In terms of fear of negative evaluation, the respondents feel

anxious of the negative feedback from their classmates or teachers and they

become self-conscious and overthinks negatively. In terms or test anxiety, the

respondents prefer written assessment over with oral assessment because they

can easily identify ungrammatical structures in the sentences and committing

mistake in writing will not make them feel embarrassed. In terms of English

classroom anxiety, the respondents are really willing to learn English and they do

not feel anxious being in an English class; however, the respondents prefer an

approachable teacher, “basta hindi lang terror,” so that they would not feel

anxious during the class. Furthermore, the respondents prefer to talk in English

informally because it does not make them so conscious in their English skills.

Table 5. Language Strategies Used by the Respondents

Extracted Responses Language Strategies Used
a) using dictionary to understand unfamiliar
-gagamit dictionary para maintindihan unfamiliar words
words;
-ginatranslate ang unfamiliar words from English to Hiligaynon
b) translating unfamiliar words from English to
-if ang sentence or ang word hindi maintindihan, binabasa ko
Hiligaynon;
ng paulit-ulit
c) reading over and over again until the sentence
-ginapamangkot ko ang classmate or ang teacher for
or a word is understood;
clarification
d) asking a classmate or the teacher for
-galantaw gid ko sa teacher, lalo na sa mouth niya, para ma
clarification;
maintain ko ang focus kag kapamati tarung
e) looking at teacher’s face, especially the mouth,
-taking down notes for keywords
to maintain focus;
-naga isip na ako daan sang possible questions kag answers
f) formulating questions and answers ahead of
para kung mamangkot ang teacher bal-an ku na ang answer
time to be more prepared if ever the teacher asks;
-using prior knowledge kag ginarelate it to current topic
g) connecting prior knowledge to the current topic;
-doing my best to speak in English
h) doing their best to speak in English; and
-mas name kung ang teacher gagamit video presentation para
i) using of video presentation and some other
hindi boring
visual aids is preferred

13
 Table 5 presents the language strategies used by the participants in the

in-depth interview. Furthermore, these language strategies are being used by the

respondents to overcome their language anxiety and to cope with the class

activities and discussion. Based from the gathered responses from the

participants, the following are the language strategies used by the participants:

a)using dictionary to understand unfamiliar words; b) translating unfamiliar words

from English to Hiligaynon; c) reading over and over again until the sentence or

a word is understood; d) asking a classmate or the teacher for clarification; e)

looking at teacher’s face, especially the mouth, to maintain focus; f)formulating

questions and answers ahead of time to be more prepared if ever the teacher

asks; g) connecting prior knowledge to the current topic; h) doing their best to

speak in English; and i) using of video presentation and some other visual aids is

preferred. Thus, the respondents still do their best to overcome their anxieties

and be participative in classroom discussion and activities by applying various

language strategies.

IMPLICATIONS AND RECOMMENDATION

This section presents the implications and recommendations of the study.

Implications

Based from the findings, the researcher found out that language anxiety

occurs if the classroom environment promotes fear to students in participating

and interacting among their classmates and teachers. Thus, this must be

eliminated because it leads to nervousness that also makes students anxious to

participate in the class, especially in speaking English as the medium of

communication.

Recommendations

14
 Since the study found out how the respondents overcome the language

anxiety they experience, the study recommends the following:

Students should promote a friendly and conducive learning environment

in the class.

Teachers should understand learners’ anxiety and use varied language

strategies that suit the learners’ capabilities. Furthermore, building good rapport

with the students is also suggested to eliminate nervousness or fear.

Principal and school heads should facilitate trainings and seminars to

develop teaching skills and strategies that focus on eliminating language anxiety.

Future researchers should conduct further studies on varied language

strategies to eliminate language anxiety and its effectiveness.

References

Brown, B. (2015). What is effective communication? Retrieved on July 22,

2017, from, [Link]

effective-communication/

Daubney, M. (2005). Language anxiety: Creative or negative force in the

language classroom? Retrieved on July 22, 2017, from,

[Link]/sep07/[Link]

Tsai, C. & Chang, I. (2013). The study on motivation and anxiety of English

learning of students at a Taiwan technical university. Retrieved on July

26, 2017, from, International Journal of English Language Teaching

Vol.1, No.1, pp.24-41.

Wang, Y. (2009). Anxiety in English language learning: A case study of

Taiwanese university students on a study abroad programme.

Retrieved on July 22, 2017, from, The University of Leeds

School of Education
15