Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

The Rationale of the Study

Speaking anxiety is the nervousness and fears that individuals experience

before, during, or after speaking in front of an audience. The fear of speaking in

public is related with anxiety or communication apprehension. It is a serious

feeling associated with physical sensations that are all too painfully familiar to

those affected - increased heart and breathing rates, increased adrenaline, over-

rapid reactions, and a tension in the shoulder and neck area. As cited in Trang,

(2011) it is the psychological tension that the learner goes through in performing

a learning task. This suggests that speaking anxiety is not merely an emotional

response but a cognitive and psychological barrier that interferes with learners’

ability to perform effectively. Hence, speaking anxiety is a spreading concern

affecting every individual speaking self-efficacy across various contexts and

hinders one’s ability to communicate effectively in public.

Self-efficacy, on the other hand, is an individual’s belief in their capacity to

execute behaviors necessary to produce specific performance outcomes. It’s the

confidence in one’s ability to influence events and control over one’s environment

(Garrido, 2025). Moreover, one’s sense of self-efficacy can provide the

foundation for motivation, well-being, and personal accomplishment. Therefore,

high self-efficacy has numerous benefits to daily life, such as resilience to

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adversity and stress, healthy lifestyle habits, improved employee performance,

and educational achievement. role in language learning and contributes in

reducing student’s level of speaking self-efficacy

In a global setting, 78.8% of senior high school students from Iranian

University reported suffering from speaking anxiety with the use of English

language and about 26% admitted having experienced extreme fear of speaking,

this can greatly affect their self-efficacy when speaking with the use of the

English language. These findings suggest that anxiety is not limited to low-

proficiency learners but is a universal challenge that can undermine students’

confidence and perceived competence in English communication. Similarly, in

the study of Toubot et al., (2014) in Turkish High School, found out that senior

high school students feel anxious in speaking English language, students might

not able to successfully pass oral tasks due to their speaking anxiety impeding

their ability to speak. This implies that speaking anxiety directly interferes with

performance outcomes and students’ belief in their speaking abilities.

In addition, Pertaub, et al., (2001) study stated that anxiety is fostered

when speakers have to deliver a speech in the foreign language as they

experience the fear of being judged or humiliated by others. As cited in Mede, E.,

et al (2014) study, reported that speaking in front of their peers provokes anxiety

in foreign language learners as they are afraid of making mistakes and being

laughed at. These studies emphasizes the social and psychological dimensions

of speaking anxiety, emphasizing that learners’ self-efficacy is shaped not only

by linguistic competence but also by perceived social evaluation. The results

 3

showed strong correlation between speaking anxiety and English self-efficacy on

foreign language speaking anxiety

In the Philippines context, Filipino students whose mother tongue are

Cebuano and Tagalog, learning English has still been challenging, especially in

senior high school. Regardless of the complexity, 73% of Filipino students

speaking seems very difficult especially at the secondary level, due to students

feeling of being anxious when speaking the English language, there are students

who struggle in voicing out their ideas even though it is used as a second

language in the Philippines (Canceran & Temporal, 2020).

In the regional setting, a study conducted by Nicosia and Esmero (2019)

in Bohol, observed that senior high school students cannot speak English

fluently. Speaking the English language as the medium of communication instils

in them the feelings of frustration, self-doubt, insecurity, and anxiety. This can

hinder their sense of self-efficacy to speak in the English language. According to

the study of Ojanola (2023), approximately 40% of students without language

anxiety when speaking English exhibit a strong sense of self-efficacy, while the

remaining 60% experience anxiety in their English speaking. This anxiety can

obstruct the language learning process for those students, resulting in a lack of

fluency and confidence, even with sufficient exposure to the English language.

In local context, in the study of Pontillas and Talaue (2021) in

Meycauayan, Bulacan senior high school student’s limited proficiency in English,

can cause speaking anxiety. This can hinder fluency, coherence, and overall

communication effectiveness. In addition, students experiencing anxiety may

 4

suffer from increased stress, low self-esteem, negative emotional state, and

avoidance in any situation requiring English communication. These outcomes

indicate that speaking anxiety not only affects academic performance but also

students’ emotional well-being and willingness to communicate.

Meanwhile, senior high school students are expected to have better

English language proficiency, especially their speaking ability. Based on the

consolidation of grades from the previous year in Muertegui National High

School, out of 245 students there are 12% of senior high school students’ whose

performance are unsatisfactory in English. According to one of the English

teachers in senior high most of the senior high school learners remain to be silent

when they are encourage to explain and share ideas by using English language.

However, despite from the extensive research regarding the level of

anxiety and self-efficacy there is a noticeable gap in the literature, in the

Philippines most studies conducted in self-efficacy focused its relationship to the

academic performance, and mostly if focuses on higher education setting. The

previous studies are different from the proposed study in its goal and objectives.

This study focuses on not only on the level of speaking anxiety and self-efficacy

in English, but as well as the relationship between the two variables.

This research aims to describe the level of speaking anxiety and self-

efficacy in English among Grade 11 students at SFC-G to determine how

speaking anxiety influence students self-efficacy. It also seeks to propose

recommendations or interventions to address identified challenges, ensuring their

success for both academic and professional demands.

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Review of Related Literature

This chapter examines the existing literature on the speaking anxiety and

self-efficacy that will help researchers fill in the gaps of the study. The theme or

indicators of our study, namely the speaking anxiety, self-efficacy and the

relationship between speaking anxiety and self-efficacy in English of the

respondents and the level of each variable, were chosen strategically based on

previous research in the field. These themes have been identified as important

factors in achieving academic success of Grade 11 students at SFC-G.

Speaking Anxiety is one of the most significant parts of language learning.

Due to its great influence on the process of language learning, speaking anxiety

has played a crucial role in language learning and in Second Language

Acquisition (SLA). It is one of the most important affective variables that

influences foreign language learning and often has a detrimental effect on the

students’ oral performance of English (Melough, 2013). It negatively influences

the adaptation to the learning atmosphere of students and their achievement

(Mohammed & Wahid, 2009). It argued that many learners are afraid of using a

foreign language orally.

Speaking anxiety is a kind of fear that gives negative feelings to the

learner who tries to learn language in the classroom. According to Wu (2010) and

Zheng (2008), it is an important block for foreign language learning that students

must overcome. Chaokongjakra (2013) stated that to be successful in language

learning, speaking anxiety must be overcome. It prevents the productive

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performance of language learners while learning the target language (Hashemi &

Abbasi, 2013). Anxiety can make language learners become discouraged, lose

confidence in their abilities, escape from participating in class activities, and even

abandon attempts to learn the language well (Na, 2007).

Aydın (2001) categorized the reasons for speaking anxiety into four

groups: personal reasons, the teacher’s manner in the classroom, learners’

beliefs, and testing and teaching procedures. Similarly, Balemir (2009) study

found that the major anxiety-provoking factors were testing procedures, personal

reasons, and the fear of negative evaluation. Price (1991) reported that speaking

in front of peers provokes anxiety in foreign language learners as they are afraid

of making mistakes and being laughed at. Similar results were obtained by

Pertaub et al. (2001), who stated that anxiety is fostered when speakers have to

deliver a speech in the foreign language due to fear of being judged or humiliated

by others. Koch and Terrell (1991) concluded that activities such as giving oral

presentations, doing role-plays, and defining words are among the most anxiety-

provoking factors in the classroom setting. In addition, Ay (2010) stated that

students feel more anxious when they are required to speak without being

prepared.

Liu and Jackson (2008) stated that foreign language speaking anxiety has

a negative impact on students’ willingness to communicate in classrooms. Its

factors include lack of vocabulary, low English proficiency, and memory

disassociation, which lead to anxiety. Similarly, Tsiplakides and Keramida (2009)

 7

found that due to fear of negative evaluation as well as perception of low ability,

students experience speaking anxiety in English language classrooms.

Woodrow (2006) showed a negative relationship between second

language speaking anxiety and oral performance. The major cause of anxiety

was interacting with native speakers. It was concluded that speaking anxiety had

a debilitating effect on speaking English for some students. Dalkılıç (2001) also

revealed a strong correlation between students’ anxiety levels and their success

in the course. As cited in Toubot et al. (2014, p.48), senior high school students

in a Turkish high school feel anxious when speaking English, and students might

not be able to successfully pass oral tasks due to their speaking anxiety

impeding their ability to speak.

The need for mastery in English, specifically speaking, in students is

becoming more vital and significant in the 21st century. English language

dominates different fields of profession, aside from being the language taught in

school and preferably used in the community. However, speaking anxiety is

increasing, and students feel anxious when speaking using the English language

(Nicosia & Esmero, 2019). Moreover, 78.8% of senior high school students from

an Iranian university reported suffering from speaking anxiety when using the

English language, and about 26% admitted having experienced extreme fear of

speaking. This can greatly affect their self-efficacy when speaking using the

English language (Plandano, 2023, p.1444).

Furthermore, the findings of Pontillas, J., et al (2024) study revealed that

the level of speaking anxiety of senior high school students' students is high due
 8

to the reason that students feel nervous when their teacher asks questions which

they have not prepared in advance Tridinanti, (2018) stated that students whose

anxiety levels are high and whose self-confidence level is low can demonstrate

harder and slower progress, especially in speaking abilities Ignorance of these

issues may suggest EFL students are not willing to take part in the learning

process (Créspin, 2021). In classes and the general context of teaching English,

teachers and students have concerns in common. Most of the students have high

levels of anxiety about speaking in the target language.

Although there have been numerous studies about speaking anxiety it

mainly emphasized its effects on oral performance, academic achievement, and

willingness to communicate, the current study will focus on determining the level

of speaking anxiety in classroom situations; oral recitation, reporting, and

participation in class discussions at the senior high school level specifically

Grade 11 students.

Self-efficacy is defined as the confidence in one's own skills to plan and

carry out the activities that will lead to desired outcomes. Students' capacity to

successfully plan, organize, carry out, and engage in their English language

learning processes is implicitly related to their level of general self-efficacy. It is

crucial on students’ learning process. According to Moreno, R (2018) study about

“Students Perception of Self-efficacy in the Foreign Language Classroom: A

design-based research study” examined that practice affects students’ sense of

self-efficacy in the foreign language classroom. Alsuhaibani (2019), Genç et al.,

(2016) study show that students’ beliefs on language learning are affected by
 9

their English self-efficacy. EFL students have medium scores in their English

self-efficacy and held the strong belief that motivation factors have a great

role in their learning process.

However, they are nervous when they are learning to talk. They will be

unable to use the target language for fear of making an error. According to the

English First English Proficiency Index (EF EPI), Indonesia ranked 39th out of 80

countries in 2017 with a ranking of 52.15. (Renandya et al., 2018). Thus,

Indonesia remains at a poor degree of English proficiency and has not

been able to discuss, mediate, petition, or compete with other countries in

learning English (Tridinanti, 2018). The findings of Hermagustiana, I., et al (2021)

study indicated a significant positive correlation between speaking performance

and self-efficacy. It means that student with high-level speaking performance will

have high-level of self-efficacy.

Woodrow (2011) study pointed out the results which emphasized that the

students having low self-efficacy are inclined to have perceptions about their

effort at a low level, while the students having high self-efficacy do not have to

deal with pressure and are able to have a more enjoyable time during studying

as well as they can achieve studying for long hours. Additionally, the findings of

Pontillas, J., et al (2024) study revealed that the level of their self-efficacy is low

due to lack of English proficiency and fear of judgment by their peers.

However in the study of Okyar, H (2023) about “Foreign Language

Speaking Anxiety and Its Link to Speaking Self-Efficacy, Fear of Negative

Evaluation, Self Perceived Proficiency and Gender” showed that students’

 10

speaking anxiety had a negative relationship with both self-perceived oral English

proficiency and speaking self-efficacy. Similarly, Yogasuria, C., et al (2023) study

titled “The Relationship between Self-efficacy and Positive Thinking with Public

Speaking Anxiety in Students” indicated a significant negative relationship

between self-efficacy and public speaking anxiety, the higher of self-efficacy can

lower the level of public speaking anxiety, and or vice versa.

Ayoobiyan & Soleimani (2015) study indicated that students’ judgments of

their own academic capabilities or self-efficacy beliefs influence their academic

behaviors and performances According to Ersanli (2015), researchers like

Pajares (1996), Jackson (2002), Ching (2002), Margolis and McCabe (2003)

agree on the idea that individuals who perceive themselves capable on a given

task will probably engage more than when they do not feel themselves

competent enough. Therefore, higher levels of self-efficacy will lead to learners’

persistence on tasks to overcome difficulties. Students with a higher level of self-

efficacy tend to have more success in second language learning.

In the study of Saka, I (2021) revealed a positive relationship between

students’ willingness to communicate and other variables such as their perceived

communication competence, self-efficacy, and linguistic self-confidence. A

positive relationship was also observed between students’ self-efficacy and their

perceived communication competence and linguistic self-confidence. It also

stated that some factors might influence students’ self-efficacy. In the findings of

Setiawan, Y., et al (2025) study showed that some factors that influence

students' self-efficacy in speaking are motivation, learning, social environment,

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and role models. On the other hand, factors that inhibit students' self- efficacy in

speaking, namely speaking anxiety, low confidence level, and low content

mastery.

Although previous research has established that self-efficacy is related to

speaking performance, willingness to participate, proficiency and anxiety, limited

studies have specifically examined how speaking anxiety is directly associated

with the level of self-efficacy in terms of confidence in speaking English,

expressing ideas clearly, fluency in speaking English, and willingness to

participate in English speaking activities. Thus, this study addresses this gap by

determining these dimensions of self-efficacy among Grade 11 students at Saint

Francis College Guihulngan.

Theoretical Background

This study is anchored on Bandura’s Social Cognitive Theory (1986). The

theory emphasizes that learning and performance are shaped by the interaction

of personal, cognitive, behavioural, and environmental factors. One of the most

sognificant psychological state within this theory is self-efficacy which as a

“broadened view of expectancy which is drawn from social cognition theory”

means (Oxford and Shearin, 1994). According to Bandura (1986), self-efficacy

refers to “people’s judgments of their capabilities to organize and execute

courses of action required to attain designated types of performances” (p. 391).

He asserted that self-efficacious individuals rely on their own competence to deal

with demanding activities, and carry out the required strategies to be effective in

forthcoming situations. Furthermore, Jeong et al. (2021) stated that self-efficacy

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specifies students’ confidence in arranging their learning process and influences

their apprehension of cognitive growth. Similarly, Schunk and Pajares (2010)

also indicated that individuals with higher levels of self-efficacy are inclined to

have higher intrinsic interest, set themselves thought-provoking objectives, and

keep a strong commitment to activities. Thus, self-efficacy plays a critical role in

students’ academic engagement and performance, particularly in English

speaking task.

Within the framework of Social Cognitive Theory , affective variables,

including anxiety as personal factors that interact with learners’ beliefs and

behaviors. Speaking anxiety is the unease feeling, nervousness or a kind of fear

due to individual’s perception in learning or using a second language. Many

students suffer from language anxiety due to various reasons. According to

Horwitz et al. (1986), it is a “distinct complex of self-perceptions, beliefs, feelings

and behaviour related to classroom language teaching arising from uniqueness

of the language learning process”. Similarly, MacIntyre (1999) defined language

anxiety as the “worry and negative emotional reaction aroused when learning or

using a second language”. According to Bandura (2001 p. 10), “unless people

believe [that] they. . . by their actions. . . can produce desired results. . . they

have little incentive to act or to preserve in the face of difficulties”. In this regard,

speaking anxiety can negatively influence students’ beliefs about their speaking

abilities.

In relation to this, the Social Cognitive Theory (Bandura, 1986), which

serves as the theorical foundation of the study. Bandura’s social-cognitive theory

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postulates that individuals’ functioning involves reciprocal interactions between

personal (e.g. cognitions, feelings, skills), and cognitive (e.g. beliefs, judgements,

self-evaluation). According to Rebecca Oxford (1996) also argues that the

affective side of the learner is probably one of the biggest influences on language

learning success or failure. Furthermore Stephen Krashen (1982), implies that

language teachers should create a comfortable, lower affective filter and

motivation stimulating study environments, where learners can develop higher

self-esteem and greater sense of confidence and fulfilment

These reciprocal influences can be illustrated using self-efficacy as a

personal variable. Researchers have shown that self-efficacy beliefs influence

such behaviors as choice of tasks, persistence, effort, and achievement.

According to this theory, students’ behaviors can modify their self-efficacy. As

students work on tasks, they observe their progress toward their learning goals.

Progress indicators such as assignments completed convey to them that they are

capable of performing well, which enhances self-efficacy for continued learning.

In Bandura’s Social Cognitive Theory, speaking anxiety can be

understood as a personal and affective factor that negatively influences students’

self-efficacy and speaking behavior (Bandura, 1997). When students experience

high levels of speaking anxiety, they tend to doubt their speaking abilities, which

lowers their self-efficacy and reduces their willingness to participate in oral

communication tasks (Horwitz, Horwitz, & Cope, 1986; MacIntyre & Gardner,

1994).
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Thus, speaking anxiety and self-efficacy interact reciprocally within

Bandura’s framework, influencing students’ English speaking performance and

learning outcomes (Bandura, 1986; Krashen, 1982). In this study, the theoretical

framework is visually represented using Bandura’s triadic reciprocal model, which

illustrates the interaction among personal, cognitive, behavioral, and

environmental factors. According to this study, negative emotions are formed

through the passive moods, including low motivation, low self-esteem, and

debilitating anxiety. Speaking anxiety, “one of the most important affective

variables that influences foreign language learning, often has a detrimental effect

on the students’ oral performance of English” (Melough, 2013). Speaking anxiety

can be from slight feeling of “nervousness” to high level of fear. Hand shaking,

shivering, sweating, fear, forgetfulness, blankness, butterflies in the stomach, dry

mouth and throat, fast heart beat and squeaky voice are the most common

symptoms of speaking anxiety.

Supporting this perspective, Pekrun (2006) emphasizes that learners’

emotions, including anxiety, are shaped by their perceived control over learning

tasks, which closely parallels the concept of self-efficacy. Additionally, Dörnyei

(2005) highlights that motivational beliefs and emotional states significantly affect

learners’ willingness to communicate, further reinforcing the relationship between

self-efficacy and speaking anxiety. This integrative perspective affirms the

reciprocal relationship between self-efficacy and speaking anxiety as articulated

in Bandura’s Social Cognitive Theory. By integrating this framework, educators

 15

can design strategies that not only enhance students’ confidence but also

promoting greater academic achievement and intellectual growth.

Theoretical Framework

This theoretical framework is a useful guide for examining the

relationship between speaking anxiety and self-efficacy in English among Grade

Eleven students at SFC-G. It provides a basis for analyzing students’ beliefs

about their speaking abilities and the level of anxiety they experience during oral

communication tasks. This framework allows for the examination of both

cognitive and personal factors that influence students English speaking

performance, particularly how self-efficacy beliefs shape emotional responses,

participation, and persistence in speaking activities. Furthermore, it guides the

analysis of appropriate instructional interventions aimed at reducing speaking

anxiety, strengthening self-efficacy, and improving students’ oral communication

skills. Ultimately, this framework ensures that the study offers meaningful insights

into how learners’ emotional and cognitive needs can be addressed to enhance

English speaking performance and promote more positive learning outcomes.

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Bandura’s Social Cognitive

Theory

(1986)

Personal Factors Cognitive Factors

Speaking Anxiety Self-efficacy

EFFECTIVE DEVELOPMENT
STRATEGIES FOR THE ACADEMIC
SUCCESS OF GRADE ELEVEN
STUDENTS AT SFC-G

(Intervention Plan)

Figure 1. Theoretical Framework of the Study

THE PROBLEM

Statement of the Problem

This study aims to determine the relationship between speaking anxiety

and self-efficacy in English among Grade 11 students at Saint Francis College

Guihulngan during the school year 2025-2026.

Specifically, this study sought the answers to the following questions:

 17

1. What is the level of speaking anxiety in English language among Grade 11

students in the following instances:

1.1. oral recitation;

1.2. reporting; and

1.3. participating in class discussion?

2. 2. What is the level of speaking self-efficacy in English among Grade 11

students in terms of:

[Link] in speaking English;

[Link] ideas clearly;

[Link] in speaking English; and

2.4. willingness to participate in English speaking activities?

3. What factors contribute to the speaking anxiety of Grade 11 students in

English in terms of:

3.1. fear of making mistakes;

3.2. fear of negative evaluation; and

3.3. lack of confidence?

4. Is there a significant relationship between speaking anxiety and self-efficacy in

English among grade 11 students?

5. Based on the findings, what intervention program can be implemented?

Hypothesis

This research tested the hypothesis at a 0.05 level of significance.

Ho: There is no significant relationship between speaking anxiety and self-

efficacy of the respondents.

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Significance of the Study

Understanding the BBM Program's effectiveness is crucial to its excellent

implementation.

School Administrators. This study will help the school administrators to

understand the speaking difficulties faced by Grade 11 students. The results can

help them implement interventions and activities that aid students in building their

confidence and improving their speaking skills.

Teachers. This study will benefit the teachers by learning and understanding how

speaking anxiety influences students' self-efficacy, specifically in grade 11

students. The findings of this study will help the teachers to develop strategies

that will make students comfortable and confident when speaking in class.

Learners. This study aims to understand how students' self-efficacy affects their

speaking skills. This may help students recognize their strengths and areas for

improvement. This study emphasizes the importance of self-efficacy and how it

develops communication skills, public speaking skills, and critical thinking skills.

Parents. This study guides parents to understand the speaking anxiety faced by

their children. Parents can use these findings to give parental support and

motivation at home. This support can help students build better speaking abilities

and greater self-efficacy.

Future Researchers. This study will serve as a useful reference for future

researchers. It will provide important information, ideas, and methods that future

student researchers can explore in further studies. Future researchers may apply

this study to different grade levels or school settings.

 19

Present Researchers. This study will provide useful data for present researchers,

especially in the field of education. It adds information about the relationship

between speaking anxiety and self-efficacy among Grade 11 students. This

research helps strengthen knowledge in the field of learning and student

development.

RESEARCH METHODOLOGY

Design

In this study, the researchers used a descriptive-correlational design to

guide their data collection, analysis, and evaluation of results. The quantitative

approach measures variables and tests theories using numerical data such as

surveys and experiments (Slater, 2024). Quantitative research is effective for

exploring the relationship between different research variable (Frankfort-

Nachimas et et., 2015). The quantitative method is used to summarize, average,

find patterns, make predictions, and test causal associations, as well as

generalize results to wider populations (Rana et al., 2021). Additionally, the use

of a descriptive-correlational research design is appropriate as it helps the

researchers to describe the major variables of the study and examine the

relationship between speaking anxiety and self-efficacy among the respondents

(Santos et al., 2007). The use of these methods enables the results to be

generalized, simplifies the data collection and analysis process for the

researchers, and aligns with the study's main objective of evaluating the levels of

speaking anxiety and self-efficacy of Grade 11 students at SFC-G, the

relationship between the two variables.

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Flow of the Study

The diagram illustrates the flow of the study, starting with the independent

variable, which includes the speaking anxiety of the respondents as well as

students’ self-efficacy as the dependent variable. This framework outlines the

process undertaken by the researchers, where the indicators and variables are

tabulated, analyzed, and interpreted to develop effective strategies and an

intervention plan aimed at reducing speaking anxiety and developing self-

efficacy of Grade 11 students at SFC-G.

The first variable is the speaking anxiety, provides the level of the

respondents speaking anxiety. The second variable is the self-efficacy, identifies

the level of self-efficacy among the respondents. These variables are grounded

in the theoretical framework referenced in the study's background. Each variable

plays a crucial role in determining the relationship of speaking anxiety and self-

efficacy of Grade 11 students at SFC-G. Additionally, the analysis of these

variables will either support or challenge the theories and perspectives outlined in

the study.

SPEAKING ANXIETY SELF-EFFICACY FACTORS

 Oral recitation  Confidence in  Fear of making
 Reporting speaking mistakes
 Participating in English  Fear of
class  Expressing negative
discussion ideas clearly evaluation
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EFFECTIVE DEVELOPMENT
INTERVENTION PROGRAM FOR THE
ACADEMIC SUCCESS OF FIRST-YEAR
EDUCATION STUDENTS AT SFC-G.
(Intervention Plan)

Figure 2. Flow of the Study

Environment

This research study was executed at Saint Francis College-Guihulngan,

a private educational institution situated in Bateria, Guihulngan City, Negros

 22

Oriental, Philippines, on Negros Island. The institution is comprised of four

departments: Elementary, Junior High School, Senior High School, and College.

This research concentrates on the Senior High School Department, providing

several undergraduate programs designed to improve students' academic and

professional proficiency. With classrooms, library, computer laboratories, science

laboratories, and other learning facilities, the institution offers a conducive

environment for research to thrive. Conducting speaking anxiety and self-efficacy

survey questionnaires in a quiet and controlled environment (e.g., classroom,

library) free from distraction and external influences to enable a systematic and

effective approach to collecting data.

 23

Figure 3. Map of Saint Francis College Guihulngan – NOI

Respondents

The researchers carefully selected Grade 11 students from the Academic

and Technical-Professional tracks as the primary respondents of the study at

 24

Saint Francis College-Guihulngan under the Senior High School Department.

According to official records provided by the Registrar’s Office, under the

leadership of Ma’am Alona F. Estan, there are 182 officially enrolled Grade 11

Senior High School students. However,to ensure an appropriate sample size and

maintain the study’s validity, the researchers applied Slovin’s Formula and

determined that only 121 respondents would be selected for data collection.

To obtain a representative and unbiased sample, the researchers

employed the stratified random sampling method. This method was used to

ensure fair representation of students from both the Academic and Technical-

Professional tracks. First, the population was divided into two major strata based

on track classification, namely the Academic Track and the Technical-

Professional Track. This step ensured that both tracks were properly represented

in the study. Respondents were then selected from each stratum in proportion to

their presence in the overall population. As a result, a total of 121 respondents

were chosen, consisting of 108 students from the Academic Track and 13

students from the Technical-Professional Track. The table below presents the

total number and distribution of participants in the study.

TRACK POPULATION SIZE RESPONDENTS

Academic Track 163 108

Technical Professional 19 13

Total 182 121

Table 1. Total Number of Respondents

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Instrument

This study used an adapted survey-questionnaire by Pucya et al. (2023)

entitled Speaking Self-efficacy Questionnaire and an adapted foreign language

speaking anxiety Skills by Ozturk and Gurbuz (2014). Part one of the survey is

the Speaking Self-efficacy questionnaire, which is composed of 15 items to

determine the level of speaking anxiety and the second part is the self-efficacy

questionnaire composed of 15 items. This questionnaire was used to collect data

as to assess the speaking anxiety and self-efficacy of Grade 11 students.

Data Gathering Procedure

To gather the data needed for this study, the researchers first addressed a

letter to the school administrator requesting permission to conduct a survey

among the respondents. Fuerthermore, every respondent was given informed

parental consent, which required to be signed by the parent or guardian as proof

of allowing his or her child to participate in the study. Next, the researchers gave

an assent form to the respondents to sign. Finally, the researchers administered

a survey to the respondents. The collected data, or outcomes, were tallied and

tabulated for further analysis.

Statistical Treatment of Data

The statistical treatment of data in this study involved both descriptive

and inferential statistical methods to analyze the level of speaking anxiety among

Grade 11 students, their level of self-efficacy, and the factors contributing to

speaking anxiety.

For problem number one, which focuses on determining the level of

 26

speaking anxiety in English in terms of oral recitation, reporting, and participation

in class discussion, descriptive statistics were used. The weighted mean and

standard deviation were employed to describe and interpret the level of speaking

anxiety among the respondents.

For problem number two, which aims to determine the level of speaking

self-efficacy in English in terms of confidence in speaking English, expressing

ideas clearly, fluency in speaking English, and willingness to participate in

English speaking activities, descriptive statistics were utilized. The weighted

mean and standard deviation were used to compute and interpret the level of

self-efficacy among the respondents.

For problem number three, which identifies the factors contributing to

speaking anxiety in terms of fear of making mistakes, fear of negative evaluation,

and lack of confidence, descriptive statistics, particularly the weighted mean,

were applied to determine the extent to which these factors affect the students’

speaking anxiety.

For problem number four, which examines whether there is a significant

relationship between speaking anxiety and self-efficacy in English, an inferential

statistical method was used. The Pearson Product–Moment Correlation

Coefficient (r) was employed to determine the strength and significance of the

relationship between the two variables.

Scoring Procedure

The scoring procedure for this study was based on the students’

responses to the speaking anxiety questionnaire and speaking self-efficacy

 27

questionnaire. Both instruments used a 5-point Likert scale, where students

indicated the degree to which they agreed with each statement related to

speaking anxiety and self-efficacy in English.

Scale Scale Range Verbal Verbal

Interpretation Explanation

5 4.21 – 5.00 Very High Indicates a very

high level of

speaking anxiety /

self-efficacy

4 3.41 – 4.20 High Indicates a high

level of speaking

anxiety / self-

efficacy

3 2.61 – 3.40 Moderate Indicates a

moderate level of

speaking anxiety /

self-efficacy

2 1.81 – 2.60 Low Indicates a low

level of speaking

anxiety / self-

efficacy

1 1.81 – 2.60 Very Low Indicates a very

low level of
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speaking anxiety /

self-efficacy

Table 2. Mean Values and Descriptive Rating

Each student’s score was computed by obtaining the weighted mean of

their responses for each indicator. For speaking anxiety, scores were calculated

for oral recitation, reporting, and participation in class discussion, as well as for

the contributing factors such as fear of making mistakes, fear of negative

evaluation, and lack of confidence. For speaking self-efficacy, scores were

computed in terms of confidence in speaking English, expressing ideas clearly,

fluency, and willingness to participate in English speaking activities. After scoring,

the data were analyzed using descriptive statistics, particularly the weighted

mean and standard deviation, to determine the overall level and variability of

speaking anxiety and self-efficacy among Grade 11 students. The computed

scores were further subjected to inferential statistical analysis to determine

whether a significant relationship exists between speaking anxiety and speaking

self-efficacy in English.

p-value Verbal Interpretation

p < 0.01 Highly significant

p < 0.05 Significant

p > 0.05 Not significant

Table 3. Interpretation of p-value Values for significance Testing

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The level of significance was interpreted using standard statistical criteria.

A result with a p-value less than 0.01 was considered highly significant, while

those with a p-value less than 0.05 were considered significant, leading to the

rejection of the null hypothesis. On the other hand, results with a p-value greater

than 0.05 were considered not significant, indicating failure to reject the null

hypothesis. These criteria served as the basis for determining the statistical

significance of the findings and for drawing valid conclusions from the study.

Definition of Terms

The following terminologies were defined conceptually and operationally to

better understand the terminologies utilized in this research.

Evaluating. Conceptually, this term means to judge or calculate the quality,

importance, amount, or value of something (Cambridge Dictionary, 1995).

Operationally, it refers to the process of systematically measuring and assessing

the level of speaking anxiety and self-efficacy of Grade 11 students at SFC-G.

This involves using standardized tests, quizzes, surveys, or other instruments

designed to assess students' abilities in these areas.

Intervention. Conceptually, this term refers to an experiment where the

authors/researchers do something to the subjects of the experiment (Miller, R..,

2024). Operationally, this refers to the planned program, activity, or strategy

suggested or proposed based on research findings to help improve the

variables.

Self-efficacy. Conceptually, this term refers to an individual’s belief in their

capacity to execute behaviors necessary to produce specific performance

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outcomes. (Garrido 2025) Operationally, this term refers to an individual's belief

in his or her capacity to execute behaviors necessary to produce specific

performance attainments of the respondents and independent variable of the

study.

Respondents. Conceptually, this term refers to a person who answers a

question, letter, email message, survey, or anything else that requires a

response (Lungay.,2025). Operationally, this term refers to individual who is

selected to participate in a research study and provide data through surveys,

questionnaires, interviews, or other data-gathering instruments for the purpose of

answering the research questions.

Relationship. Conceptually, this term refers to the social and professional

networks, human connections and sense of belonging experienced by early

career teachers.(Johnson.2018) Operationally, this term refers to the

correspondence between two variables of the study.

SFC-G. Conceptually, this term refers to Saint Francis College – Guihulngan Inc.

(SFC-G), a private educational institution that offers academic programs

grounded in Catholic values, aiming to develop competent and morally upright

individuals (DBpedia, 2025). Operationally, this term refers to the institution

where the present study was conducted, specifically focusing on its grade 11

students as respondents.

Speaking anxiety. Conceptually, this term refers to persistent worry or fear about

real or imagined foreign language speaking interactions, performances, and

environments (Janse,.2023) Operationally, this term refers to the fear and feeling
 31

of nervousness experienced by Senior High School students and serve as the

dependent variable in the study.