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INTRODUCTION

The English language is recognized as the global lingua franca, is essential

for academic and professional success (Crystal, 1997 cited by N Fatehi 2025). It serves as

the primary language of communication in international organizations, academic

publications, and numerous other domains (Altbach, 2020). For non-native speakers,

particularly in academic settings, the dominance of English presents significant

challenges, including language anxiety. This anxiety, termed Foreign Language

Classroom Anxiety (FLCA), comprises beliefs, feelings, and behaviors associated

with the learning process in a classroom setting (Horwitz & Cope, 1986 cited by Gao

& Zuo, 2025) With globalization in full swing, the role of the English language has been

given emphasis more than ever.

According to R. Malone (2005), as cited in the study of Gan (2022), stated that

language is the single greatest need in the intelligence community; therefore, the need to

learn English language becomes more apparent. It is in this aspect that the European

Journal of Education Studies (2024) stated that English has become a principal asset in the

world today that about 350 million people in Asia alone speak it as a foreign or a second

language. Hence, a lot of countries had already made the learning of English a top priority

in order to compete in the international setting (Reyes and Jung, 2024). This is the reason

why international education has become a major phenomenon with more and more students

trying to learn the English language (De Guzman, 2021).

According to Woodrow (2006), as cited in the study of Ramanwati (2025),

language learning anxiety differed from other types of anxiety and had an impact on

students' learning outcomes. In addition, the term Foreign Language Anxiety came into
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existence after the work of Horwitz et al. (1986), as cited in the study of Junxia Gao

and Yanpeng Zuo (2025), who defined anxiety as “the feeling of tension, apprehension,

and nervousness associated with the situation of learning a Foreign Language.”

Furthermore, the type of anxiety experienced by students when learning a second or foreign

language is state or situational anxiety, and it is not trait anxiety because students

experience this type of anxiety in the classroom. This type of anxiety is transitory, and

students can overcome it with the passage of time (Spielberger et al., 2020).

In the study of Junxia (2024), Foreign Language Learning Anxiety (FLLA), a form

of situational anxiety, diverges from general anxiety due to its language-specific

characteristic. FLLA is defined as the discomfort, apprehension, tension, nervousness or

worry that learners may experience during the process of acquiring and using a second or

foreign language in both in-class and out-of-class settings (Gregersen and MacIntyre,

2021). Recent years have witnessed a surge in research on FLLA and its significant impacts

on language acquisition (Jin et al., 2020). In China, Cheng (2020) investigates various

attempts to find out the level of anxiety that language learners experienced in the English

speaking classrooms with Chinese students and its effects. Such studies have revealed a

high level of anxiety among Chinese language learners and a negative relationship between

anxiety and language learning. Cheng (2020), discovered that English major students of a

university in China indicated that language anxiety had a more significant negative

influence on the speaking proficiency of freshman students than on sophomores, juniors

and seniors.

In a similar study which assessed a group of high school students in the Shangdong

Province of China, Cui (2022) revealed that there were negative connections between
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anxiety and students’ English performance. The language learning anxiety was found to be

higher in males than females.

In Thailand, English language anxiety among Thai graduate students is worsened

by several factors, including inadequate preparation during earlier educational stages,

the high stakes associated with English proficiency tests, and the pressure to

perform academically in a second language. Inadequate preparation during earlier

educational stages can leave students feeling unprepared for the rigorous demands of

graduate-level English proficiency (Ritchey, 2021). Consequently, Basic English

competence is not sufficient when undertaking graduate-level reading comprehension,

writing, and oracy. This is true not only for non-native English-speaking students but also

for native English-speaking ones.

According to the English competence standards and assessment criteria of

graduate studies, in accordance with the Ministry of Education directive entitled “Method

of Graduate Program Standards Management B.E. 2548," all graduate programs must

emphasize the English language to ensure the standards and quality of graduate studies at

higher education institutions as per the regulations of the Office of the Higher Education

Commission. Once students are admitted to a graduate program, it is assumed that they

will be able to read, comprehend, and communicate their understanding of advanced

professional research and literature in English. Therefore, to function successfully in a

university educational environment, graduate students are required and expected to

have a high level of English competence. Thai students need to submit English proficiency

test scores, such as TOEFL and IELTS (Test of English as a Foreign Language and
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International English Language Testing System), which meet the university's minimum

language requirements to apply for graduate education.

For instance, in the study of Manoochehrzadeh (2024), it is stated that

Chulalongkorn University requires applicants to hold a TOEFL score of 450 or an IELTS

score of 4.0 for a master’s degree program, and a TOEFLscore of 525 or an IELTS score

of 5.5 for a doctoral degree program. Mahidol University requires a TOEFL Paper-Based

score of 500 or higher or an IELTS score of 5.5 or higher for all graduate degree

programs. If applicants do not meet the criteria through an approved test, they are

required to enroll in English language courses, such as Reading and Writing in Academic

Context for Graduate Studies, Speaking and Writing in Academic Context for Graduate

Studies, Preparatory English for Graduate Students, or Essential English Grammar for

Graduate Studies. They must pass these courses before defending their thesis.

In Ukraine, mastering English has become even more critical due to recent

Verkhovna Rada (the Parliament of Ukraine) legislation. On June 4, 2024, a law

defining English in Ukraine as the language of international communication was passed

(The Law of Ukraine, 2024). This legislation, which reflects the country’s intention

to join the European Union, is a significant step towards enhancing English proficiency

among Ukrainians. The law will impact nearly all spheres of social life and the economy,

particularly by making English mandatory at all levels of education, thereby increasing

the importance of effective English language education in the country, (Nate Ostiller,

2024). The law will impact nearly all spheres of social life and the economy, particularly

by making English mandatory at all levels of education, thereby increasing the importance

of effective English language education in the country. This legislative shift places
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Ukraine within a broader international movement that recognises the importance of English

as a global lingua franca, making this study relevant beyond national borders. This article

explores the various strategies employed to maintain and improve the quality of English

language education (Bondarchuk, 2024).

Accordingly, Krashen (2021) and Long (2020) indicates that exposure to

comprehensible input, including media such as movies, TV shows, and music in the

target language, plays a crucial role in language acquisition. These activities enhance

linguistic proficiency and foster cultural awareness and intercultural competence

(Khodjaeva, 2021). Moreover, Locke & Latham (2022) emphasise the importance of

goal-setting in language learning, arguing that clear and challenging goals can enhance

motivation and performance.

Dornyei & Ushioda (2021) further elaborate on the concept of motivational

strategies, highlighting the role of intrinsic and extrinsic motivators in sustaining students’

commitment to language learning amidst adversity. The findings of this study align

with these foundational works, especially regarding goal-setting and media-based

learning as highly motivating factors in conflict situations. Moreover, regarding modalities

of instruction, Chapelle (2022) explores the benefits of integrating technology and

online platforms into language learning. They argue that these tools not only provide

flexibility and accessibility but also facilitate interactive and communicative language

practice, which are crucial during disruptions to traditional classroom settings.

Furthermore, Oxford (2003) as cited in the study Innovative Strategies Learning

English in Ukraine (2024) examines self-study practice in language learning, identifying

various strategies and techniques that learners employ independently to enhance

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language proficiency. These include extensive reading, language exchanges, and self-

assessment, all contributing to learners’ autonomy and lifelong learning skills. This

study’s reliance on technology-based learning modalities further validates these

previous findings and demonstrates their application in a conflict-affected region. The

literature underscores the importance of adaptive strategies, such as flexible curriculum

planning and personalised learning paths, in supporting effective language learning.

Technology integration, goal-setting, and learner autonomy are crucial factors in

language education.

Studies by Dvorianchykova et al. (2022, 2023) and Malykhin et al.

(2024), Bondarchuk (2023; 2024) provides insights into innovative approaches and

strategic enhancements in language education. Khomenko et al. (2023) introduced the

pedagogical concept of integrative teaching and learning, which combines foreign

language instruction with professional disciplines within the framework of

interdepartmental interaction in Ukrainian higher education establishments. Recent

studies by Gbollie & Keamu (2017), Jamian et al. (2024), Almoslamani (2022), Kumar et

al. (2022), Sanako (2022), Olds et al. (2021), Soto et al. (2024) as well as Gudu &

Jesse (2023), offer further insights into motivational strategies, learning styles,

learning strategies, and instructional methods that influence English language learning

outcomes in diverse educational contexts.

However, Paneru and Bohara (2024) found out that anxieties associated with

classroom procedures refer to the worries of the students about their role in the class. In

most of the classes, students prefer not to be asked any question when they have to respond

in the target language. It is also associated with the personal factor, i.e., confidence. Lack
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of confidence in the students forces them to disprefer talking in the target language in the

class. Similarly, anxieties related to language testing are also rooted in the worries about

the examinations. Most of the students in the class do not adequately concentrate on the

teaching-learning activities as they keep worrying about the unfamiliar questions they may

be asked in the test. Supporting these findings, (Shah & Li 2020) revealed that in recent

years many of the community schools have decided to shift to English medium. This is the

global spread of content teaching in English or EMI that influenced Nepali education

system too (Shah & Li 2020).

In the latter half of the 20th century, several factors such as the acquisition and

transmission of scientific and technological knowledge, international communication, the

acquisition of ideas and values necessary for accelerating the modernization process,

reference language, library language and regional lingua Franca brought English to the

level of professionalism. Oddly, Tribhuvan University, the largest and oldest university in

Nepal, has started to offer question papers in both English and Nepali languages

(Republica, 2024). Majorly students underperform in subjects like English, Mathematics

and science (Ministry of Education, 2024).

Meanwhile, in Dubai, students who employ adaptive coping strategies consciously

challenge and reframe negative thoughts related to academic pressures. Instead of dwelling

on self-defeating ideas, they replace them with more positive and constructive ones (Kao,

2024). By actively reshaping their thinking patterns, students can better manage their

emotional reactions to academic stress, thus reducing anxiety and enhancing their

resilience in the face of academic challenges. This mental shift enables them to approach

academic demands with a more balanced and empowered mindset (Kao, 2024). By coping
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well with stress, students can maintain a clearer focus on their studies. In the context of

English education students often encounter stress as they are required to achieve a high

level of English proficiency. Moreover, Devi (2023), argues that college students,

particularly those majoring in English or English Education, need a high level of English

proficiency to understand subjects that are mostly offered in English.

In Indonesia, Wahyudi & Azmi (2021) Emphasized that students experience

reduced anxiety and increased enthusiasm when engaging in group discussions, largely due

to the supportive and non-judgmental environment (Van Lier, 2004 cited by Kao, 2024).

However, factors such as peer judgment and fear of mistakes often exacerbate PSA,

necessitating structured coping strategies. (Ilyas et al., 2021). The English Department

Student Association (EDSA), particularly through its English Study Club, serves as an ideal

platform for developing public speaking skills. As an organization that facilitates various

English-based activities—including discussions, speeches, debates, and storytelling—the

club provides members with a supportive environment to practice and enhance their

communication abilities. Despite these opportunities, beginner level members frequently

experience anxiety, often due to social expectations, fluency concerns, and fear of peer

evaluation. (Carr & Kemmis, 1986 cited by Kao, 2024).

Moreover, the study conducted by Kao (2024) relied on self-report measures to

assess the four variables (academic expectation stress, adaptive coping, and academic

resilience on perceived English proficiency), giving the possibility of response bias.

Additionally, previous research conducted by Kao (2024) in the Taiwanese tertiary

educational context may limit the generalizability of the findings. Similarly, a study

conducted by Basith et al. (2021) in Yogyakarta offers insights that may not be fully
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applicable to other regions. In short, exploring these connections in different educational

settings across diverse learner groups will provide a clearer understanding of the factors

contributing to academic stress, adaptive coping strategy, and its impacts to students’

English proficiency (Kao, 2024; Haidar and Lestari, 2024; Hasanah et al., 2022).

According to Jugo (2020), in Spain, concern over speaking a foreign language well,

however, is a common problem, especially among EFL students and foreign language

speaking anxiety is a common challenge that many language learners face. It can be defined

as the fear and nervousness that arise when a learner attempts to speak in a target language,

such as English. This anxiety can hinder the learner’s ability to effectively communicate,

leading to feelings of frustration and decreased confidence. The fear of speaking English

could impede language learning and prevent students from expressing themselves.

While studies on foreign language speaking anxiety reveal many reasons for it, one

of the main reasons is that it is caused by the person himself/herself. The individual’s self-

evaluation skills and their impact on perceived competence. For example, “test anxiety”

may cause a person to compare himself/herself with his/her peers, leading to a feeling of

inadequacy. In this vein, another study indicated that not only would test anxiety affect test

performance, but worse test performance would testify to the language learners'

selfevaluation and self-confidence to increase anxiety further. Based on that, Tran (2011)

cited in the study of Jugo (2020), delineates distinct types of FLA, constituting text anxiety,

fear of negative evaluation, and communication apprehension. FLA is closely associated

with communication anxiety and the fear of receiving a poor assessment. Concurrently,

emphasizing the vital need for a thorough examination of students’ language proficiency

in relation to their success or failure in language acquisition is another side of the coin.
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Horwitz (2001) cited by Jugo (2020), accentuates the pivotal role of learners’

expectations in learning a foreign language. Persisting over the years, she investigated the

cognisant of language learning experience and heightened effective factors of it. Foreign

Language Speaking anxiety (FLSA) is more likely to occur in formal educational settings

than in naturalistic contexts (Aksoy, 2020). Gardner and MacIntyre (2021) noted that

students perceive language learning as challenging, leading to hesitant speaking behaviors.

In a study conducted in Multan, in the ESL context, language anxiety is mostly

shaped by students’ language ability, peer interaction, self-perception, teacher

relationships, and learning environment (Sana & Atta, 2024). In South Asia classrooms,

students use different languages such as Punjabi, Saraiki, and Pashto in English-medium

settings (Kalan et al., 2024). However, if students feel their language is less valued,

language diversity could make them anxious. According to Samar and Pathan (2023),

translanguaging gives students confidence and enhances learning. Additionally, the impact

of language diversity becomes more apparent in classroom strategies. To explain concepts

or assist classmates (Garcia & Wei, 2014). Furthermore, linguistic diversity promotes peer

assistance and better understanding. Rules that are only in English, however, make learners

more afraid and hesitant (Li & Dewaele, 2021).

Additionally, many of these classes are often taught in English, especially in the

higher educational establishments in developing countries. The students learning through

the medium of English Second Language (ESL) make up the larger part of the student

population; these students could experience difficulties in language proficiency and

communication in classrooms (Malik & Pervaiz, 2023). When children communicate with

those who speak a few other languages, besides the inability to use English, the situation
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becomes more complex and leads to anxiety and doubt. In this case, the concept of

multilingualism plays a critical role (Dewaele & Al-Saraj, 2015 cited by Kalan et al. 2024).

Kalan et al. (2024) define multilingualism as the ability of an individual or a group of

people to speak at least three languages. Specifically, Foreign Language Classroom

Anxiety (FLCA) is among the most tangible emotional consequences of this type of

environment. This term refers to the nervousness, fear, or anxiety experienced by students

who are obliged to speak a second or foreign language in the classroom setting (Dewaele

& Al-Saraj, 2015 cited by Kalan et al, 2024).

This anxiety may be intensified in multilingual classrooms by several factors, such

as the presence of skilled classmates, low confidence, foreign accents, and fear of judgment

(Fatima et al., 2024). Hesitating, retreating, and even avoiding participating in the class are

therefore tendencies among many ESL students. This paper looks into the impacts of

multilingual classroom instances on language anxiety in ESL learners with specific

reference to Bahauddin Zakariya University (BZU) in Multan. This study is limited to

undergraduate students during the academic year 2025, while this research is based on the

students of the English department, and the other departments and their teachers and

students are not included in this because it is just for ESL learners. It is expected to

understand the psychological implications of multilingualism and the mechanisms of

coping with anxiety in the classroom employed by ESL students.

However, pupils who have primarily used one or two languages, particularly those

who have had little exposure to spoken English, find it difficult to keep up. According to

Kalan et al. (2024), these kids are known as poor multi-linguals and frequently struggle

with vocabulary, pronunciation, and comprehension, particularly in English. Language

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anxiety is a psychological condition that can be brought on by this imbalance. Low multi-

linguals may find it difficult to interact in the classroom. They might feel anxiety,

humiliation, or inferior when using English in the presence of highly multilingual peers.

Whereas multilingualism may often facilitate pleasure among the fluent learners, it instills

fear and trepidation among individuals with lesser linguistic profiles based on studies such

as those by Dewaele et al. (2024).

In Sendai Japan, a study titled ‘Examining First-Year Japanese University Students’

Anxiety in the English Communication Classroom’ states that students may experience a

rudimentary ‘fight or flight’ response in language-learning situations. They describe how

students can feel overwhelmed when they struggle to understand those around them,

leading to a fundamental question: “How can we fit into and avoid being rejected by this

group?” (MacIntyre and Gregersen 2023). The result of such a response implies a potential

withdrawal from interaction, creating a lack of potential input and output and thus physical

and intellectual modes of communication, none of which bode well for a constructive

English communication classroom.

Following MacIntyre & Gregersen’s (2023) study, which proposed the benefits to

foreign language acquisition through positive emotion, and the creation of a learning

environment which supports and fosters language exposure and practice, Dewaele &

MacIntyre (2024) developed a Foreign Language Enjoyment (FLE) scale to elicit student

responses to 21 items relating to positive emotions relating to the language learning

experience. The study’s concept was influenced by the prevailing interest in the role of

positive psychology in learning, in that The role of positive emotions in suppressing

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negative feelings and helping to “facilitate exploration and play, leading to the opportunity

to have new experiences and learn in an efficient way” (Dewaele & MacIntyre, 2024).

The scale also included 8 items taken from the original study by Horwitz et al.

(1986 cited by Gao & Zuo, 2025). The results, from an overall well-educated and self-

selected sample of students from all age groups from 90 different countries, showed how a

number of variables, including education level and students’ perception of their L2

proficiency, relate to these emotions. The results also indicated the potential for interaction

of the two emotions, with “enjoyment encouraging playful exploration and anxiety

generating focus on the need to take specific action from time to time” (Dewaele and

MacIntyre, 2024).

Much of the research which concerns anxiety in the Japanese L2 classroom has

been part of a broader study into L2 motivation in this context. This is to be expected, for

as Noels states: “Motivational orientations are important predictors of language learning

engagement” (Noels, 2023), with anxiety uncovered in such studies as being one of these

elements. In a 2023 study of Noel, student motivation among first-year students enrolled

in a general English course at a Japanese university, Nitta & Asano reported that “initial

motivational states…might affect the trajectories of motivational changes in the

classroom” and that “a number of social and interpersonal factors, such as teaching styles,

intergroup relations and group cohesiveness, have significant impact on students’ learning

in the classroom” (Nitta & Asano, 2020).

These findings were echoed in Koga’s 2021 longitudinal study, which investigated

changing motivation, anxiety and cooperativeness over one semester and featured 93 first-

year Japanese university students of assumed intermediate levels. Results suggested that
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when motivation among students was stimulated, anxiety was reduced. Koga also stressed

the importance of cooperative tasks to foster classroom group cohesion and, in turn,

motivation.

In a study conducted in Afghanistan, it indicates that anxiety negatively affects

learners’ performance (Badrasawi et al., 2020; Harahap & Rozimela, 2022; Nordin et al.,

2021), and motivation for learning (Al Majali, 2020). For instance, anxious students may

become silent in class (Horwitz et al., 1986 cited by Gao & Zuo, 2025) , struggle with oral

tasks, experience frustration when unable to speak fluently (Asysyfa et al., 2020), and

suffer from feelings of anger, fear, and stress (Sadighi & Dastpak, 2020). Shamsuri et al.

(2021) in Malaysia, and Akramy (2020) in Afghanistan, have shown that factors such as

low self-confidence, fear of negative evaluation, fear of making mistakes, and cultural

elements contribute to anxiety.

Khreisat (2022) emphasizes that improving speaking skills relies on practice and

exercise. Consequently, these requirements can instill fear in learners, hindering their

ability to share their knowledge, thereby identifying speaking as an anxiety-provoking skill

(Alnahidh & Altalhab, 2020). This anxiety negatively impacts their performance, leading

to increased apprehension in speaking [Link] complexities of speaking necessitate

a comprehensive understanding of its components, including vocabulary, pronunciation,

and grammar. Additionally, building fluency, self-confidence, and public speaking abilities

further compounds these challenges (Asysyfa et al., 2020).

Foreign language anxiety refers to feeling of fear, uneasiness or nervousness that

individuals experience while learning second/foreign language learning (Rajitha &

Alamelu, 2020). that trigger anxiety for EFL learners. Previous studies have reported that
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anxiety affects EFL learners’ performance, leading to inconsistencies in their speaking

skills (Badrasawi et al., 2020; Harahap & Rozimela, 2022). For instance, students with

high levels of speaking anxiety often struggle to think clearly, resulting in mistakes during

speaking tasks (Harahap & Rozimela, 2022). This can lead to lose their idea’s connection

to the topic when addressing an audience in formal settings.

Basic (2021) further indicates that anxious learners tend to be passive and quiet in

class. Additionally, high levels of anxiety can reduce learners’ self-confidence, further

affecting their performance. Thus, it demonstrates the debilitating impact of anxiety on

communication in real situations. Anxious learners face numerous challenges in global

educational settings, including difficulties in paying attention in class and expressing what

they have learned (Ormrod et al., 2021). They may also avoid making eye contact and

speak (Hashemi & Abbasi, 2021). The impact of anxiety extends beyond academic

performance, affecting the enjoyment of lessons and social engagement (Kankam &

Boateng, 2020), and reduce motivation (Al Majali, 2020). Consequently, learners with high

levels of anxiety often exhibit lower academic performance (Vitasari et al., 2021), while

those with lower anxiety levels tend to achieve better academic outcomes.

Mulyono et al. (2020) revealed that language barriers, negative attitudes, and

intercultural communication apprehension provoke speaking anxiety among Indonesian

EFL students. Furthermore, a case study at Takhar University in the Afghan EFL context

by Akramy (2020) reported that worries, fear of making mistakes, and physical symptoms

like sweating negatively affect students’ oral performance. Anxiety in different contexts

and in many countries. For instance, a study among English learners in Indonesia by Netta

et al. (2020) found that the students utilized various strategies such as preparation, practice,
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and incorporating hand and body movements when delivering a speech to manage their

speech anxiety.

Similarly, Akramy (2020) discovered that Afghan students employed strategies

such as watching videos of English speakers and engaging in physical exercises, like deep

breathing before participating in classroom activities. Additionally, using body language

and maintaining eye contact while practicing oral communication were identified as core

strategies to alleviate speaking anxiety. Theriana (2023) reported that strategies such as

positive self-talk, visualization, reframing anxious thoughts, preparation and practice,

fostering a supportive learning environment, and employing emotional regulation

techniques contribute to effectively managing speaking anxiety and enhancing speaking

proficiency among EFL learners.

Moreover, Nur and Baa (2022) identified several strategies used by Indonesian EFL

students to overcome speaking anxiety, including good preparation, seeking support from

peers, maintaining calmness, and practicing speaking at home. Furthermore, the study by

Shamsuri et al. (2021) in Malaysia found that the use of social media, particularly platforms

like YouTube, contributed to expanding vocabulary and understanding of language

structure. Students benefited from observing English speakers in videos, which helped

them manage speaking anxiety and improve their language proficiency.

Meanwhile, in a study conducted by Kao BMC Psychology (2024), in Taiwan, it

states that adaptive coping refers to the proactive approach of actively taking actions to

eliminate or overcome stressors and reduce their impact. Therefore, active and planning

tactics are used in adaptive coping in English language learning. The active method entails

taking the initiative to tackle challenges, make efforts, and systematically implement
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coping techniques. The cognitive process of considering how to successfully deal with a

stressor is referred to as planning. It comprises devising action-oriented plans, deliberating

on the essential measures to solve the issue, and deciding the best strategy to deal with the

situation. Adaptive coping represents a coping approach that places great importance on

assuming control and actively tackling stressors. It entails acknowledging the presence of

stress, comprehending its nature and consequences, and purposefully taking measures to

mitigate and conquer English language learning.

Research conducted in Brazil on language anxiety in English as a Second Language

(ESL) and English as a Foreign Language (EFL) settings has highlighted several influential

factors contributing to its development. Common causes of language anxiety include

apprehension about negative evaluation (Horwitz et al., 1986 cited by Gao & Zuo, 2025),

limited vocabulary (MacIntyre & Gardner, 1991 cited by Cooke n.d), concerns about

pronunciation (Young, 1991 cited by Cooke, n.d), and the stress of speaking in front of

peers or native speakers (Schulz, 2001 cited by Cooke, n.d). Cultural differences and

varying educational contexts further shape how anxiety is experienced, with factors such

as teaching approaches, classroom interactions, and individual learner characteristics—

such as perfectionism or introversion—playing significant roles (Kondo & Yang, 2003

cited by Cooke, n.d).

Moreover, the cognitive demands of processing and producing a second language

can overwhelm learners, resulting in challenges in comprehension and expression, which

lead to hesitation, reduced confidence, and avoidance of speaking opportunities (MacIntyre

& Gardner, 1994 cited by Cooke, n.d). To address these challenges, researchers have

explored various strategies to help learners manage and overcome speaking anxiety. One
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approach is creating a supportive learning environment through collaborative activities,

which reduce the pressure of individual performance and emphasize fluency over accuracy

in the early stages of language learning (Swain & Lapkin, 1998 ). Offering constructive

and encouraging feedback further supports this process (Cheng, 2004).

Student-centred techniques such as self-reflection and self-assessment allow

learners to take an active role in their language development, fostering a sense of

confidence and control (Williams & Andrade, 2008). Anxiety-reduction strategies,

including visualization, relaxation exercises, and gradual exposure to speaking situations,

have also proven effective in alleviating emotional barriers to communication, (All cited

by Cook, n.d in his study).

Mega Lestari and Achmad Yudi Wahyudin, in their 2020 research article,

“Language Learning Strategies of Undergraduate EFL Students", made an attempt to

identify the various methods and strategies used in teaching language to undergraduate

EFL learners in Indonesia. The researchers utilized the strategy inventory for language

learning (SILL) invented by Oxford to collect responses from 76 samples for the study.

The collected results were assessed via a quantitative research module, which revealed that

methods such as social, affective, meta-cognitive, and compensatory methods were used

among the EFL students. Moreover, meta-cognition is the most preferred method in regard

to ELF learning at the undergraduate level, whereas the effective strategy is the least

preferred.

In 2020, "Web-based language learning and speaking anxiety”, Muzakki Bashori,

et al 2020)Roeland van Hout, Helmer Strik, and Catia Cucchiarini investigated the

presence of foreign language speaking anxiety (FLSA) in Indonesian vocational high

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school students. To test whether web-based language learning might help reduce speaking

anxiety, mixed-methods research was carried out with 573 students. A subset was chosen

to take part in two experiments via [Link] and NovoLearning, which

were both equipped with automatic speech recognition (ASR). Additionally, 11 students

and 5 English teachers were interviewed. The results indicated that students had moderate-

to-serious FLSA levels and that the learning websites were positive, indicating that web-

based language learning could reduce their speaking anxiety. The interviews also revealed

that when speaking in front of ASR-based websites, interviewees felt less anxious than

when speaking in front of peers or other people.

In the article “Foreign Language Speaking Anxiety: A Psycholinguistic Barrier

Affecting the Speaking Achievement of Saudi EFL Learners”, the research conducted by

Hussein Hammodeh Ahmad Al-Khotaba et al. in 2020 focused on the impact of foreign

language speaking anxiety on English-as-foreign-language (EFL) learners in Saudi Arabia.

With a sample size of 50 male and 50 female students from Northern Border University's

preparatory year, data were collected via questionnaires and tests of speaking proficiency.

The Statistical Package for the Social Sciences (SPSS) version 25 was used to analyse the

data, which revealed a weak correlation between speaking language anxiety and speaking

achievement in Saudi EFL learners. The results indicated that learners with higher language

anxiety had lower speaking achievement, whereas those with lower language anxiety had

higher speaking achievement. The study emphasized the need to reduce various types of

language anxiety, including personal and interpersonal anxiety, classroom anxiety, and

learners' perceptions of foreign language anxiety.

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In an article titled “An Analysis on Factors That Influence Students’ Anxiety in

Speaking English" (Mahdalena and Muslem, 2021) to investigate the theories, findings,

and factors that influence students' speaking anxiety in English. Descriptive qualitative

analysis was used to analyse the data. According to the results, speaking activities, inability

to comprehend, error correction, pedagogical practices, fear of negative evaluation, and

internal and external factors all contribute to students' anxiety while speaking English.

Kondo and Ying-Ling's strategies to reduce anxiety, such as preparation, relaxation,

positive thinking, making friends, and resignation, were implemented, and it was

anticipated that students would be able to reduce their anxiety and improve their English

skills. The researcher concluded that by employing these strategies for anticipating anxiety,

students will be able to minimize or eliminate their anxiety and fear when speaking English.

This research, entitled "An Analysis of Students’ Speaking Anxiety in the English

Classroom" and conducted (Ramayani et al., 2022), aimed to examine the level of students’

dominant type of anxiety, speaking anxiety, and strategies used to overcome anxiety. Both

qualitative and quantitative methods were used, with data gathered through open and closed

questionnaires. The theories of Horwitz (levels of anxiety and dominant types of anxiety)

and David Shinji Kondo (anxiety coping strategies) were used to analyse the data. The

results revealed that most students experienced mild anxiety (58%), and test anxiety (67%)

was the most common type. The most popular strategy used to combat anxiety was

relaxation, with 27 students using it by praying, drinking water, taking deep breaths,

squeezing their hands, imagining an idol, and trying to remain calm.

The article titled “Exploring the Sources of Speaking English Anxiety Experienced

by Vocational Senior High School Students” (Sinadia and Ngingi 2023) explores the
 21

sources of English-speaking anxiety among vocational senior high school students in North

Minahasa, North Sulawesi, via a qualitative phenomenological approach. The study

highlights several types of anxiety that students encounter while speaking, emphasizing

their lived experiences. Using purposeful snowball sampling

In the article "Out-of-Class Speaking Anxiety among Indonesian EFL Students and

Its Relationship with Self-Perceived Speaking Skills, Vocabulary Proficiency, and Gender"

(Daflizar, 2024) researched the often-overlooked issue of speaking anxiety outside the

classroom among Indonesian tertiary-level EFL students. A quantitative survey of 87

participants from three education institutions revealed that students generally experience

moderate levels of anxiety in various speaking situations. Notably, a moderate negative

correlation was found between self-perceived speaking skills and anxiety, indicating that

students who are more confident in their speaking ability tend to experience less anxiety.

A weak negative relationship was observed between self-perceived vocabulary size and

anxiety. The findings also highlight significant gender differences, with female students

reporting higher anxiety levels than male students. These insights underscore the need for

targeted interventions and curriculum adjustments that focus on enhancing students'

speaking skills and confidence to address speaking anxiety effectively in language learning

contexts.

In 2024, the article "EFL Learners’ Views on the Use of Code-Switching in

Reducing Speaking Anxiety" (Sholikhah andIsnaini, 2024) explored the phenomenon of

code switching (CS) among EFL learners, with a focus on its effectiveness in alleviating

speaking anxiety. Researchers have reported that speaking anxiety is a prevalent challenge
 22

faced by students in English-language classes, which leads them to resort to code-switching

between their first language (L1) and English.

In a study conducted by Rajendrana et al. (2025) states that creating a positive and

supportive learning environment is a foundational step. Teachers can adopt inclusive

teaching strategies, such as collaborative learning, constructive feedback, and student-

centered approaches, to foster self-confidence and reduce anxiety. Encouraging gradual

exposure to speaking tasks, both in and out of the classroom, can help learners build their

confidence over time. Additionally, mindfulness practices, such as relaxation techniques

and visualization, have shown promise in reducing anxiety levels.

Technology-based learning tools, such as language learning apps and virtual

speaking platforms, can provide learners with low-pressure opportunities to practice

speaking in realistic scenarios (Godwin-Jones, 2020). Real-world language practice, such

as engaging in conversations with native speakers or participating in community events,

can also help learners overcome their fear of speaking and build authentic communication

skills. By addressing the psychological, social, and cognitive aspects of speaking anxiety,

educators can create a more effective and less stressful learning experience for English

language learners.

In Islam, learners of the English language often express a feeling of stress,

nervousness or anxiety while learning to speak English Language and claim to have, as

mentioned above, a “mental block‟ against learning English. “Anxiety is a psychological

construct, commonly described by psychologists as a state of apprehension, a vague fear

that is only indirectly associated with an object” (Hilgard et al., 1971 cited in Scovel, 2020).

Anxiety, as perceived intuitively by many language learners, negatively influences

 23

language learning and has been found to be one of the most highly examined variables in

all of psychology and education (Horwitz, 2001 cited in Gao & Zuo, 2025). Anxiety has

been found to interfere with many types of learning but when it is associated with learning

a second or foreign language it is termed as second or foreign language anxiety‟.

Additionally, regarding language anxiety, two basic questions need to be addressed

here. First of all, what is language anxiety? And why is it so important to learning and

speaking a new language? Secondly, how is foreign language anxiety different from the

language anxiety in first language acquisition? Generally speaking, there are two

approaches to the description of language anxiety. Language anxiety in the broader

construct of anxiety as a basic human emotion that may be brought on by numerous

combinations of situational factors (McIntyre, 1995; McIntyre & Gardner, 1989: cited in

Cooke n.d). For example, a shy student may feel anxious when asked to give a short talk

in front of the whole class; Language anxiety as a combination of other anxieties that create

a separate form of anxiety intrinsic to language learning (Horwitz et al., 1986).

The later approach believes that there is something unique to the language learning

experience that makes some individuals nervous. When this nervousness or anxiety is

restricted to the language-learning situations, it falls into the category of specific anxiety.

Psychologists use the term specific anxiety reaction to differentiate people who are

generally anxious in a variety of situations from those who are anxious only in specific

situations (Howartz et al., 1986 cited in Gao & Zuo, 2025). The intrinsic nature of language

anxiety poses an additional challenge to language learners as well as teachers. The demand

on communication in the modern language classes may enhance students‟ anxiety, as there

are more chances for their weaknesses to be exposed in front of others. Consideration of
 24

learner anxiety in the modern language classroom is deemed highly essential in order to

help learners develop their communication skills in the target language.

English as a Foreign Language (EFL) contexts, particularly in South Korea, self-

assessment has been implemented to promote reflective learning and support

individualized feedback (Butler and Lee 2010 cited by Kim 2020). By enabling learners to

evaluate their own skills, self-assessment not only complements teacher-led evaluation but

also encourages active learner participation in the assessment process, contributing to the

development of both linguistic competence and learner confidence. Research in this area

spans diverse domains, including speaking and writing assessment (Lee and Kim 2009,

cited by Matsuno, 2020), affective factors such as motivation and self-efficacy (Butler and

Lee 2010 cited by Matsuno, 2020), and classroom-based formative practices (Blanche 1988

cited by Matsuno, 2020).

Furthermore, Kim (2020) tackled writing apprehension as EFL learners navigate

the complexities of writing in a second language, they often encounter various forms of

apprehension, which can significantly impact their overall performance and learning

experience. Writing apprehension, which is a broader, more ingrained feeling of discomfort

or fear associated with writing in general than writing anxiety, refers to the anxiety or fear

that individuals may feel when faced with the task of writing, which can stem from

concerns about evaluation, self-doubt, or a lack of confidence in one’s writing abilities

(Kim, 2006 cited in Matsuno, 2020). This phenomenon is particularly relevant in the

context of EFL learners, who must contend with the psychological barriers that may hinder

their expression and creativity (Cheng et al., 1999 cited in Lee, 2020).
 25

Few studies have explored the potential relationship among apprehension, the use

of learning strategies, and genre types in EFL writing although some research (Lee & Han,

2020) had addressed this issue in the context of EFL reading. The present study aims to

investigate the nuances of writing apprehension among college EFL students and their use

of writing strategies, specifically focusing on how such apprehension and strategy use vary

across different writing genres.

In Morocco, among the various definitions and classifications of language learning

strategies, Oxford’s (1992 as cited by Nadif, 2025) is one of the most comprehensive, as

noted by Dörnyei (2005 cited by Nadi, 2025). According to Oxford, language learning

strategies encompass purposeful actions, behaviors, procedures, or methods employed by

learners to facilitate their advancement in acquiring second language abilities. These

strategies aid in the assimilation, retention, retrieval, and application of the new language,

acting as instrumental tools for the self-directed engagement necessary to cultivate

communicative competence. In the realm of language learning research, scholars have long

recognized the significance of using learning strategies to facilitate active, self-directed

involvement and improve communicative competence, as emphasized by Oxford (1992

cited by Nadif, 2025). Nevertheless, the field has faced difficulties in arriving at a

consistent understanding of language learning strategies, with various overlapping

descriptions and classifications. Despite the obstacles encountered in defining and

categorizing language learning strategies, Oxford’s (1990) taxonomy has been widely used

and is recognized as one of the most complete classifications, featuring six primary

strategies and sixty two specialized subcategories.

 26

Diverse studies have shown the significance of language learning strategies in

enhancing learners’ academic performance (Oxford, 1990 cited by Nadif, 2025). It is

therefore important to examine the use of language learning strategies and their association

with academic achievement, especially in the context of English as a foreign language

(EFL) in the Moroccan educational context. Effective language learning strategies have

been shown to improve second language acquisition and proficiency, as evidenced by

diverse studies. However, the successful implementation of these strategies is influenced

by several factors. Experts in the field, including O’Malley et al., Oxford and Nyikos,

Ehrman and Oxford, Green and Oxford, Griffiths, Nyikos, and Oxford, among others, have

argued that individual disparities, cultural backgrounds, and instructional environments all

have an impact on the frequency and type of language learning strategy utilization

(Wharton, 2000 cited by Nadif, 2025).

For all these reasons, Iraq's language anxiety is negatively correlated with language

course grades and other competency assessments defined anxiety as ‘‘a distinct complex

of self-perceptions, beliefs, feelings, and behaviors related to classroom language learning

arising from the uniqueness of the language learning process. Foreign language anxiety

(FLA), on the other hand, was described as ‘‘the feeling of tension and apprehension

specifically associated with second language contexts, including speaking, listening and

learning” (Saeed, 2024). Early studies demonstrated the negative effects of anxiety,and

more recent investigations on language anxiety have found it to be even more debilitating.

In two different studies, Phillips (1992) cited in the study of Saeed (2024), found

that there was a significant negative correlation between anxiety and oral performance.

Waham, (2024) also examined the relationship between anxiety and speaking performance
 27

and found that anxiety strongly predicted oral achievement. Cheng (2002) as cited also in

the study of Saeed (2024) investigated students’ perceptions of their own writing anxiety,

as well as differences between learners, and found that teachers need to help students

develop both their writing skills and their perceptions of their own writing skills.

Learning an unknown dialect can be a difficult and overwhelming experience,

particularly with regards to a broadly communicated in language like English. Anxiety in

learning English as an unknown dialect is an unavoidable issue that fundamentally

influences language students' certainty and progress. One essential wellspring of

uneasiness is the apprehension about committing mistakes (Bekleyen, 2009 cited by Saeed,

2024).

Anxiety is a mind-boggling and diverse inclination portrayed by sensations of

stress, dread, and disquiet. It's a characteristic reaction to stretch, making us aware of

possible risks and setting up our bodies to respond. Nonetheless, when uneasiness becomes

unnecessary or persevering, it can essentially influence an individual's regular routine,

causing trouble and impeding their capacity capability. It's important to understand that

anxiety isn't just one-size-fits-all; it manifests differently from person to person, varying in

intensity, triggers, and duration. Physiologically, anxiety triggers the body's "fight or flight"

response, releasing hormones like adrenaline and cortisol. This reaction is designed to help

us respond to perceived threats, increasing heart rate, sharpening focus, and heightening

awareness. However, when anxiety persists even in the absence of immediate danger, it can

lead to a range of physical symptoms such as rapid heartbeat, muscle tension, sweating,

trembling, and difficulty breathing (Chen, M.C. & Lin, H.J, 2009 cited by Saeed, 2024).
 28

The causes of anxiety are diverse and can stem from a combination of genetic,

environmental, and psychological factors. Traumatic experiences, chronic stress, a family

history of anxiety disorders, or imbalances in brain chemistry can contribute to its

development. Additionally, certain life events like major transitions, financial problems, or

health concerns can trigger or exacerbate anxiety symptoms. Seeking support from mental

health professionals, practicing stress-reduction techniques, and building a strong support

network are often crucial in managing and alleviating anxiety. Recognizing the symptoms

and understanding the underlying causes are key steps toward effectively coping with and

treating anxiety (Alsowat, 2016 cited in the study of International Journal of Humanities

and Education Research, 2024).

Anxiety, which may be understood as the pathological counterpart of normal fear,

is manifest by disturbances of mood, as well as of thinking, behaviour, and physiological

activity. The anxiety disorders include panic disorder (with and without a history of

agoraphobia), generalized anxiety disorder, specific phobia, social phobia, obsessive-

compulsive disorder, acute stress disorder, and post-traumatic stress disorder. In addition,

there are adjustment disorders with anxiety features, and disorders due to general medical

conditions and substance-induced anxiety disorders (Saeed, 2024).

According to Jackson, (2002) cited by Saeed (2024), all language students go

through language learning anxiety at some point of their language learning careers. Anxiety

is actually the emotion of nervousness, tension and fear linked with the arousal of

autonomic nervous system but language learning anxiety differs from general anxiety.

Language learning anxiety is due to the insufficient language abilities which causes

problems in language speaking and there are many types of the anxiety which arise due to
 29

the speaking of language which is not the mother language and students get nervous

speaking it. According to Male, (2020) learning a foreign or second language is a complex

process which is influenced not just by linguistic variables but also by nonlinguistic aspects

such as cognitive, metacognitive, and affective factors. Anxiety is considered as one most

significant affective elements which is responsible for affecting students' academic

performance when learning a second language.

In the study, “Anxiety in learning English as a foreign language: Causes, effects,

and coping strategies” (2024), it investigates the coping strategies of anxiety in learning

English as a foreign language Adapting to anxiety while learning English as a foreign

language includes utilizing different procedures to oversee pressure and further develop

the language obtained. It further states the following recommended strategies for English

Learning which are: Create a Supportive Environment: Lay out a strong and empowering

learning climate where students feel open to putting themselves out there in English

unafraid of judgment. Empower open correspondence, undivided attention, and helpful

criticism among companions and educators.

Practice Regularly: Support steady practice in talking, tuning in, perusing, and

writing in English. The standard practice assists in fabricating certainty and knowledge of

the language, lessening anxiety related to newness. Focus on Progress, Not Perfection:

Underline progress over flawlessness. Urge students to celebrate little triumphs and

upgrades in their English abilities as opposed to focusing on botches. This change in

context assists in lessening execution with forcing.

With over 40 spoken tongues in Kenya, English serves as a language of instruction

in schools and is taught from the onset of schooling, making the language a significant
 30

factor in academic achievement and subsequent social mobility. Learning a second

language (L2) in multilingual environments can be more challenging than language

learning in other contexts for a variety of reasons. In multilingual settings established

patterns of communication may lead to the foreign tongue (English) being seen as an

‘intruder’ in the already established interaction system, especially amongst children.

Literacy practices may appear complex due to unequal relationships between different

languages (Asfaha & Kroon, 2011 cited by Dhillon & Wanjiru, 2024) and contextual

compromise in standard language use (Pitt, 2005 cited by Dhillon & Wanjiru, 2024) leading

to adaptation and mixing of languages. Clegg and Afitska (2011) cited by Dhillon &

Wanjiru, (2024) show how a lack of fluency in a common language leads to ‘creative

bilingual practices’ in order to enable communication between teachers and learners in

African classrooms.

The need for English and its importance in schooling in Kenya is enshrined in the

National Educational Objectives, as postulated in the National Language Policy (Muthwii,

2004 cited by Dhillon & Wanjiru, 2024), apart from being taught as a subject in the

curriculum, English is the Language of Instruction (LOI) for all other subjects (apart from

Kiswahili). Kiswahili is the country’s national language and is taught alongside English as

a mandatory subject. The structure of primary schools is divided into two main sections

and language use is ‘on paper’, structured in favour of multilingualism. In lower primary

school (Standard 1-3), the use of Mother Tongue (MT) is allowed for reinforcing

instruction in English-taught and examined subjects (Sure & Ogechi, 2009 cited by Dhillon

& Wanjiru, 2024).

 31

However, very little if any of this phenomenon actually exists in practice as pressure

arising from the need to understand English for competitive academic pursuit has led to the

demise of first-language instruction in schools. In addition, it is acknowledged that parents

are increasingly showing positive attitudes towards learning English (Kioko & Muthwii,

2004 cited by Dhillon & Wanjiru, 2024). In upper classes (Standard 4-8), English is the

official language of instruction. All school and national examinations are taken in English.

The national examinations are the sole determinants of a learner’s progression in education

(Nabea, 2009 cited by Dhillon & Wanjiru, 2024) and this makes understanding of English

a ‘life-line’ for all students regardless of their age or learning level.

To add more, Educational initiatives by QUEST (2024) to encourage mastery of

English language in primary schools in Kenya reflect clear indications of English language

underperformance in primary schools. Research carried out by QUEST (2024) revealed a

dire need for an upgrading of the level of English literacy. Given that English is both the

language of instruction (LOI) and the language of examination (LOE) in Kenya, this group

aims to support the improvement of literacy by developing English literacy norms to aid

progress at different levels in primary schools. Providing affordable reading materials,

developing and experimenting with innovative ways to promote the reading culture in

primary schools.

Second or foreign language education has expanded rapidly during the last few

decades in Saudi Arabia, and many English language courses are offered from primary to

advanced levels at many schools, institutions and universities. Many English language

learners in Saudi Arabia and around the world still have difficulty in comprehending and

employing English language skills. Thus, many researches have been conducted to
 32

determine the relationship between language anxiety and achievement in the target

language. Language anxiety is not a new phenomenon. Language anxiety as a specific

aspect of language acquisition has occupied a great body of research for the past few

decades. Language anxiety has long been recognized as an obstacle in second or foreign

language learning. In other words, language anxiety is a negative emotional state; therefore,

it can have a negative impact on how to learn or acquire the target language. Language

anxiety, recognized as an affective factor in foreign language learning (Gardner &

MacIntyre, 2024).

Language anxiety has long been recognized as an obstacle in second language

learning. Khattak et al., (2011) cited by Sadiq (2022) reported, “Anxiety experienced in

learning English language can be debilitating and may influence students’ achievements of

their goals”. In the other words, anxiety is one of the most significant factors affecting

language learning. High level of language anxiety is correlated with poor performance in

language learning. The experience of language anxiety varies from learner to learner.

According to Ying (2008 cited by Sadiq, 2022), language anxiety is caused by personal and

interpersonal, learner beliefs about language learning, teacher belief about language

anxiety, teacher-learner interactions, classroom procedures, and language testing.

The literature on language anxiety has offered several definitions of foreign

language anxiety. Sanders and Wills (2003) cited by Sadiq (2022) described anxiety in

general as “a complex, multifaceted experience, a feeling which comes flooding into our

whole selves, affecting many different aspects of our being”. Foreign language anxiety

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

a second language” (Young, 1999 cited by Sadiq 2022). Likewise, language anxiety is
 33

defined as “a distinct complex of self-perceptions, beliefs, feelings, and behaviors related

to classroom language learning arising from the uniqueness of the language learning

process” (Horwitz, 1986 cited by Guo & Zao, 2024). MacIntyre and Gardner (2024) have

also provided a very similar definition of language anxiety, they believe that language

anxiety is “the feeling of tension and apprehension specially associated with second

language contexts, including speaking, listening, and writing”.

Another study conducted by Woodrow (2006) also cited by Sadiq (2022) examined

the correlation between anxiety and language performance among EFL learners who

attended English for Academic Purposes (EAP) courses. The findings indicate that the most

frequent reported cause of anxiety was fear of interacting with native speakers, giving oral

presentations and performing in front of classmates. Language anxiety also is a strong

indicator of negative attitudes towards language learning. Learners’ self perceptions of the

mastery of English fabricate anxiety. The anxiety emerges from the learners’ impression of

their own ability to acquire and use English. The learners are twitchy and disconcerted

when they are exposed to the second language. The sources leading to low self esteem

regarding the acquisition of English are fear of making verbal or spelling and grammar

mistakes. This fear makes the learners lose their self-confidence and creates a reluctance

to learn and use English. The learners assume English to be complicated and this

supposition results in building a strange kind of fear and complex quandary where even the

brighter ones could not cope with the pressure of competing with the confident users.

Sadiq (2022) further states that, the learners of English look forward to speak

English without error and earn applause from others. However, they have the fear of

pessimistic judgments conceded by the reviewers/listeners. In the class room, the students
 34

are scared of being evaluated by the teachers as well as the peer group. The anxious learners

imagine that their skills in language are weaker than their peers’ and will be looked down

by them. They are afraid to speak out aloud in front of the class, during speaking practice

or to write any concept in English for the perusal of others. Though they don’t want to hoist

their fame, they desire to be on the safer surface without getting negative criticism. This

expectation to get affirmative remarks creates an anxiety that serves as a huddle in speaking

or writing English courageously

But now, the process of learning English has become simpler because of the rich

resources available in the form of printed materials in English and the soft copies in the

form of the e-books or audio-video materials. Umpteen numbers of ways and means to

master English are available in internet. The learner no longer feels humiliated as the

learning often takes place in virtual settings and offers him enough scope to improvise,

develop and keep informed of his language status from time to time. Using these resources,

one can master the language even without the proper guidance of a teacher. Though

learning English has become easy, and there is extensive usage of the language in the urban

areas, English is still atypical to many ordinary people (Rathiga, n.d).

In Canada, anxious language learners tend to have lower levels of achievement,

reduced linguistic self-confidence, and lower willingness to communicate. In the cognitive

domain, anxiety can distract attention and consume cognitive resources that otherwise

could be used at the input, processing, and output stages (MacIntyre & Gardner, 2024). In

one of the first studies to look at anxiety in listening comprehension, Aneiro (1989) cited

in the study of Wang and MacIntyre (2024) found that communication among two or more

people created the largest amount of receiver apprehension, followed by receiving

 35

information, communication in a group, and watching TV. Higher receiver apprehension

was significantly related to lowered listening and language proficiency in the L2, while

higher levels of prior exposure to the target language seemed to reduce the apprehension.

Elkhafaifi (2005) as cited by Wang (2024) suggested that the unfamiliar

phonological systems and the foreign cultural context of a L2 might engender listening

anxiety in students. In comparison with other receptive skills such as reading, L2 listening

can be anxiety-provoking because listeners have more difficulty controlling the speed of

L2 input delivery. Further, using a structural equation model to investigate the direction of

the effect of anxiety, Zhang (2013) as cited by Wang (2024) found that foreign language

(FL) listening anxiety appeared to have a significant influence on listening performance

but that FL performance did not systematically affect FL listening anxiety. One implication

is that downstream effects of anxiety arousal on listening comprehension can occur whether

anxiety is aroused by language difficulties (Sparks & Ganschow, 1995 cited by Wan, 2024),

elements of the situation such as being tested or evaluated or by the meaning or content of

communication (Boudreau et al., 2020).

In contrast to anxiety, less is known about the potential effects of positive emotional

arousal on listening comprehension. Generally, the role of positive emotions in language

learning has received little attention until recently. Studies of language enjoyment, defined

by positive feelings of creativity, desired relationships, and having fun in language

learning/use situations, have caused a reconsideration of the importance of both positive

and negative emotions in learners’ experience (Dewaele & MacIntyre, 2024). According to

the broaden-and-build theory, positive emotion is not simply the lack of negative emotion

but serves its own distinct purposes to broaden one’s thoughts and actions that come to
 36

mind and build resources for the future (Fredrickson 2013 cited by Wang, 2024). To provide

a more holistic view on the range of emotions that language learners experience, Dewaele

and MacIntyre (2024) studied both foreign language enjoyment (FLE) and foreign

language classroom anxiety (FLCA) in the L2 classroom. Results supported partial

independence of positive and negative emotions in L2 learning. In a follow-up study,

Dewaele and Alfawzan (2025) found that both FLE and FLCA affected L2 performance,

and that the positive effect of enjoyment on performance was stronger than the negative

effect of anxiety.

As continuously occurring, contextualized experiences (Kong, 2025), positive and

negative emotions can be triggered in the process of using any language skill. Dewaele and

MacIntyre (2024) suggested that over time, the cooperating processes of positive and

negative emotions can facilitate success in the FL classroom; enjoyment encourages

playful exploration while anxiety can generate focus on specific activities. Negative

emotions tend to narrow learner’s attention and promote avoidance behaviors, whereas

positive emotions such as enjoyment can encourage engagement with the language and

exploration in unfamiliar settings. Applied to L2 listening, anxiety can narrow focus to

specific words and sentences and urge the use of specific listening strategies, such as word

translation. In contrast, positive emotions such as enjoyment can be theorized to broaden

learners’ perspective, free their cognitive resources, and facilitate engagement with the

language (Boudreau et al., 2018, cited by Fredrickson, 2024).

In Malaysia, Ng and Yunus (2021) argues that despite its widespread use in

education, many students experience increased anxiety learning English as a foreign or

second language (Ng and Yunus, 2021). To some extent, some students regard English as
 37

their foreign language, as they are not exposed to the use of the language. Hence, in the

study conducted in Tamsui, Taipei, it further discusses various factors affecting the learning

of a foreign language, such as intelligence, motivation, attitude, age, gender, personality,

anxiety, and so on (Skehan, 1989 cited by Gu and Sharil, 2024). Language acquisition

should be achieved naturally; however, learning a foreign language in the classroom, for

most students, is full of challenges. One of the known challenges comes from the learners’

affective factor, i.e., anxiety. Horwitz et al. (1986) cited by Gao & Zuo, (2025) define

foreign language anxiety as “a distinct complex of self-perceptions, beliefs, feelings, and

behaviors related to classroom language learning arising from the uniqueness of the

language learning process”.

Furthermore, Tallon (2009) cited by Gu and Sharil (2024), indicates that many

factors determine the outcome of the learning process, including individual differences

such as cognitive abilities, personality characteristics, learning styles, meta-cognitive

differences, social contexts, and affective aspects. He points out that one of the most

important affective variables in learning a foreign language is foreign language anxiety.

The effects of anxiety on foreign language learning have been extensively reported in social

psychology, educational psychology, and speech communication. Nevertheless, the issue

of whether anxiety is a stable construct was questioned until the Foreign Language

Classroom Anxiety Scale (FLCAS) (See Appendix A). Horwitz et al. (1986) cited in the

study of Gao and Zuo (2024), isolated foreign language anxiety from other forms of anxiety

and provided a reliable and valid measure to gauge university students’ level of anxiety.

Language anxiety is the feeling of tension and apprehension specifically in second-

 38

language contexts, including speaking, listening, reading, and writing (MacIntyre and

Gardner, 2024).

Crookall and Oxford (1991) cited by Gu and Sharil (2024), assert that serious

language anxiety may adversely affect students’ self-esteem, self-confidence, and

ultimately hamper proficiency in language acquisition. Typically, there are three types of

anxiety: trait, state, and situation-specific (Spielberger, 1966; Gu and Sharil, 2024). Trait

anxiety is a relatively stable personality characteristic in a wide range of situations. A

person with this predisposition tends to become predictably nervous in any situation

(Spielberger, 1983 cited by Gu and Sharil, 2024). State anxiety refers to the transient

emotional state of feeling nervous that can fluctuate over time and vary in intensity, i.e., a

moment-to-moment experience of anxiety (Goldberg, 1993; Gu and Sharil, 2024).

Situation-specific anxiety is like trait anxiety, but it refers to apprehension in a particular

context or situation, such as math anxiety, stage fright, or fear of public speaking. Generally

speaking, foreign language anxiety is seen as related to situation-specific anxiety. Most

scholars agree that foreign language anxiety is a complex phenomenon and predicator of

foreign language achievement, (Gu and Sharil, 2024).

In the teacher-centered model, the grammar-translation approach has made

language learners become more passive and reticent. And the shortcomings of audio-

lingual methodology are widely acknowledged (Savignon, 1991 cited by Alam, 2024). It

is necessary, therefore, for teachers to adopt another teaching approach that better suits the

needs of language learners. From its introduction into discussions of language learning, the

term “communicative competence” has prompted reflection. English teachers from

countries such as China, Greece, South Korea, and Turkey have made attempts to
 39

implement CLT; however, research has shown that English teachers from these countries

have faced many constraints that have hindered them from fully adopting this approach

(Burnaby and Sun, 1989; Alam, 2024). Some of the more common constraints include large

classes, grammar-based examinations, teachers’ lack of cultural knowledge, lack of

communicative teaching materials, and students’ low English proficiency. Therefore

mentioned studies affirm the importance of understanding and taking into account teacher

and student attitudes toward innovative teaching (CLT) and abilities when attempting such

an approach.

As Li (1998) cited in the study of Alam, (2024), points out, “How teachers as the

end users of an innovation perceive its feasibility is a crucial factor in the ultimate success

or failure of that innovation”. CLT emphasizes the importance of classroom interaction and

student participation as ways of learning and developing skills related to the functions and

uses of language. In a traditional teacher-centered teaching and learning environment, the

learners are bound to be reticent and passive. With a more innovative method, the classes

are likely to be completely different (Wu, n.d).

In the Philippines context, English language is an evident second language utilized

as a universal medium for communication where English Language is a primary language

for teaching the core subject of all educational level. However, students encountered

challenges and difficulties navigating English language as their second language. Gatcho

and Hajan (2019) emphasized that Learning English as a foreign/second language is never

a straightforward process. Several constraints may come along the way that tend to hinder

students’ learning upon various psychological and social factors including anxiety.
 40

Research conducted in University of Mindanao by Valdellon and Lovitos (2022)

reveal that the apprehensions experienced by the participants are mainly caused by being

measured against a standard, being a public embarrassment, unable to communicate the

essential performance and lack of confidence. These finding suggest that well established

intervention program is essential for students to be exposed in language through engaging

activities in reading and listening exercises and to have a positive attitude towards English

Language.

Aparece et al. (2024) conducted a study titled “The English Language Difficulties

and Language Learning Strategies of Foreign Students” to identify the relationship between

English language difficulties and language learning strategies of foreign students in

Southern Philippines. Their findings indicated that there is a significant relationship

between English language difficulties and language learning strategies of foreign students.

Carin (2025) investigated language anxiety, specifically communication

apprehension, among freshmen college students enrolled in a basic communication course.

As students often experience difficulties in speaking a non-native language such as English

as a Second Language (ESL)and can arise to anxiety. The findings highlighted that a

majority of students experience average levels of communication apprehension. While

females exhibited higher communication apprehension compared to males. Based on the

findings, the research suggested that language anxiety, particularly communication

apprehension, was influenced by expo-sure to language use and the classroom

environment.

The study titled “Language Anxiety Towards English Among ESL Students” by

Said and Omar (2022) identified the level and causes of language anxiety experienced by
 41

learners of English as a second language (ESL) in Mindanao State University-Main

Campus, Marawi, Philippines, as well as to suggest some coping strategies. The result of

the study showed neutral level of language anxiety among the respondents in overall

components. Indicating factors that cause language anxiety among the respondents such as

linguistic difficulties, cognitive challenges and social factors. The study offered some

concrete suggestions to lower language anxiety in the classroom to provide insights into

how educators can develop appropriate interventions to decrease language anxiety among

second language learners. As suggested teacher must first acknowledge the existence of

second language anxiety where the classroom should have a relaxed atmosphere where

students are motivated to learn, should not be intimidated with activities and instructors

should initiate motivation settings before as cited in Mamhot et. (2013).

In the City Colleges of Angeles, Philippines. A study by Gan (2022) investigated

the English language learning anxiety level and coping strategies among students taking

up Bachelor of Arts in English Language Studies. To look for the cause of English language

Anxiety and Coping Strategy for Learners. They create a self-rating questionnaires

designed to measured language anxiety, adapted from foreign Language Classroom

Anxiety Scale (FLCAS) by Horwitz, Horwitz, and Cope (1986). Their findings unveiled

that out of the 82 participants of the study majority experiences moderate level of English

language learning anxiety. As stated, the main caused of their anxiety are connected to fear

of negative evaluation. To deal with their anxiety in English language, they seek peer

seeking and preparation for their coping mechanisms. The study concludes with suggestion

to promote motivating and encouraging atmospheres for all the learners to address the
 42

anxiety in classroom setting and all students have a positive outlook toward English

Language Learning.

A study by Gatcho and Hajan 2019 examined the English language learning anxiety

of Filipino college students. The Foreign Language Classroom Anxiety survey adapted

from Horwitz, Horwitz and Cope (1986) was administered to identify students’ anxiety

level in terms of fear of negative evaluation, communication apprehension, fear of test, and

anxiety of English class and to determine which factor is most probable to cause anxiety

among them. The study indicated that the students expressed different levels of anxiety

among the four factors as majority provided answers ranging from neutral to strongly

agree. Hence, the fear of negative evaluation and communication apprehension were the

most probable cause anxiety among students. The study offers practical implications for

teachers to help students overcome their English anxiety and achieved successful learning

in the medium of the said Language.

Ruin (2024) conducted a study titled “Experiences of Students toward Language

Speaking Anxiety in Transitioning to Face-to-Face Classes” to measure the overall level of

language speaking anxiety among students. They adapted the Foreign Language Classroom

scale (FLCAS) and semi-structured interviews among participants. The findings reveal

that students experienced moderate levels of language speaking anxiety in communication

apprehension and test anxiety, but a high level of anxiety in fear of negative evaluation.

The study emphasized the need to create a Language Skill Development Plan for

monitoring and improving teachers' methods and approaches in language instruction

As eloquently studied by Daymiel et al (2022), Anxiety in English Language

hinders language learning and learners who are anxious in class will never fully engage at
 43

all. To ascertain the cause of language anxiety. The researcher used Foreign Language

Speaking Anxiety Scale (FLSAS), free speaking exercise and phenomenological interview

with the students. The outcomes highlights that students should receive a proper training.

While teachers should provide various engaging performance that will give learners the

chance to build their confidence and speak English freely.

Further study by Rubio et al. (2019) used the modified Foreign Language

Classroom Anxiety Scale (FLCAS) questionnaire by Horwitz, Horwitz, and Cope (1986),

to explore the student’s level of language anxiety and how socio-cultural differences play

a huge role in the language learning. The findings reveal that the language anxiety was

approximately high during test-taking, which is result-based. As they feel apprehensive due

to audience fear and student who feel upset for unsatisfactory performance engage in self-

reflective process to critically evaluate their personal learning as well as to identify areas

for improvement. The outcomes conclude by providing insight that can enhance both the

learning and teaching of students and teachers. Moreover, to limit students’ anxiety and

incorporate motivation in language learning. By implementing motivational activities and

introduce some coping strategies.

In relation to that, separate studies by Giray et al (2022) aimed to explore the

English Language anxiety among Filipino college students in state universities and colleges

in Metro Manila, Philippines. The study used purposive sampling to obtain 37 college

students. Then thematic analysis was used to analyze the data gathering. Findings suggest

that Students are required to work on their difficulties in regard to their English Language

skills and enhance these problems through practicing, listening and looking forward

positively to constructive criticism. While college teachers are advised to foster

 44

psychologically safe atmosphere and have a meaningful class session where mistake is

view as a learning curve to accelerate students progress and help them build their self-

esteem.

Enriquez et al. (2020) investigate on the students’ anxieties in speaking the English

language in school. The research found that all respondents experienced oral

communication apprehensions related to grammar, fluency, and criticism. Based on the

findings, it revealed that these apprehensions affected the learners’ academic performance,

their quality of interaction with others, and their aspiration to succeed in life. To address

these apprehensions, learners suggested various programs, advocacies, and activities that

are helpful in the speaking skills development. The study proposed Project E-SPEAKS for

implementation such as English-Speaking Day, English Speaking Zones, English Reading

Corners, English Visuals, and English Audio-Techno support as important projects

features. Furthermore, these following interventions can used to support learners and

stakeholders to consistently speak the said medium of communication without being

anxious.

A case study by Abel and Velasco (2024) investigated the difficulties encounter by

Filipinos in expressing themselves in English Language classroom settings. As well as to

explore ways in which language teachers can support students in overcoming anxiety and

fear related to expressing themselves in English during daily conversations. The study

indicate that students have higher language anxiety in the following factors such as less

exposure to the language and low self-confidence which lead them to struggle in using

English Language in classroom setting or daily conversation. To develop the student’s

 45

skills and abilities in using English Language. The study suggested a positive classroom

climate where mistake is viewed as a learning curve for improvement.

Niebres and Cabansag (2024) determine the learning styles and language learning

strategies used by elementary learners and how these two factors are related to their

academic achievement in English. The findings showed that elementary learners were

acquiring language learning strategies; they preferred kinesthetic, read/write, and auditory

learning styles. Furthermore, it was revealed that the language learning strategies made

profound contributions to academic achievement. Based on the findings, the study

concluded that learning styles and language learning strategies assist learners to succeed

academically. However, it is highly recommended that the proposed reading intervention

program be used by teachers implementing catch-up Fridays, with consideration of the

learning styles and language learning strategies of learners.

Indeed, communication apprehension is an uneasiness experienced by all learners,

adapting the second language especially when speaking. Meanwhile, coping strategies are

approaches people use in dealing with anxiety. Olam et al. (2024) determined the level of

communication apprehension and coping strategies of the BSED-English major students at

the College of Education (CED), Jose Rizal Memorial State University-Tampilisan

Campus. The findings showed that most of the English major students in JRMSU-TC

have a moderate level of communication apprehension. Morover, it revealed that there is

a difference in the level of communication apprehension of the BSED English major

students when grouped according to year level. The study highlights some coping

strategies used by the students. These include, accepting cultural differences, paying

attention when talking to others and considering their cultural views, thoroughly
 46

preparing before the speech, and thinking of intrinsic and extrinsic motivation as a

reward. In line with these are proposed interactive activities such as group discussion,

meetings, Interpersonal Conversation and Public Speaking that may help overcome the

students' communication apprehension.

While Baful and Derequito (2022) explore the association between undergraduates'

English language apprehension and their reading-writing ability. The findings imply that

English language apprehension has a significant association with students' reading-writing

skills. Hence, they found a negative correlation on apprehension level experienced of

learning that affect reading comprehension, processing, and writing fluency. Research by

Delos Santos et al. (2025) explore the Causes of English-Speaking Anxiety Among

Freshmen. The study found that classroom environment has the most substantial impact on

language anxiety, with elements such as classroom dynamics, peer interactions, and

physical settings shaping the overall learning atmosphere. The research results highlight

the need for a balanced approach that considers each factor to effectively manage and

reduce language anxiety.

Moreover, Tapado (2025) investigated the speaking anxieties experienced by

Filipino high school students, addressing a gap in existing research by focusing specifically

on their unique experiences and coping mechanisms. The findings include the significant

impact of cultural factors, the identification of distinct anxiety clusters for different

speaking contexts (recitations, presentations, and oral examinations), and exploring

effective coping strategies such as practice, relaxation techniques, and peer support.

Furthermore, study highlights the importance of creating supportive learning

environments, addressing cultural influences, and implementing culturally sensitive

 47

interventions to mitigate speaking anxiety and enhance English language learning among

Filipino students.

However, Soliman and Gorospe (2024) assessed students’ knowledge by looking at

their learner autonomy in English language learning, the extent of language learning

strategies and their English language proficiency. The result found out that the senior high

school students of Magsaysay District have a high level of learner autonomy in English

language learning in terms of cognitive, affective motivational, action-oriented and social

while moderate in terms of metacognitive. A high level of language learning strategies in

terms of compensation, social, metacognitive, cognitive, memory and affective. Morover,

an average level of English language proficiency in terms of grammar, vocabulary and

reading comprehension. Overall, the study concluded that the the higher the learner

autonomy in English language learning, the higher the extent of language learning

strategies and the higher the extent of language learning strategies, the higher the English

language proficiency.

A study by Libratar et al. (2025) entitled “Self-Efficacy and Language Anxiety in

Speaking of BASEd-English Major Students” investigate the relationship between

speaking language anxiety and self-efficacy in speaking among the students because many

struggle with speaking due to psychological barriers. The researcher used the adapted

modified version of the Foreign Language Classroom Anxiety Scale (FLCAS) and an

adapted modified version of the Questionnaire of English Self-Efficacy (QESE). The

findings indicated that students felt “slightly confident” when it came to speaking but also

experienced moderate anxiety. A statistically significant moderate negative correlation was

found between the two variables. In line with this, it suggests that the establishment of
 48

supportive environments and effective pedagogical practices would better serve to build

pre-service teachers’ communicative competence.

Furthermore, Popon (2024) investigated the attributions about the English language

anxiety of Filipino students enrolled in the elementary school and how language anxiety

affects their English proficiency and their language learning. The findings found that the

causes of the learners’ language anxiety were identified as speaking activity, error

correction, communicating with English speakers, writing activity, negative self-

perception, and non-comprehension. sentiments. The study highlights that in order to

improve English proficiency learner will need to achieve all 4 language skills such as

listening, speaking, reading and writing. Overall, despite the learning style of a learner, a

native language they speak, the ultimate key to acquire and master the English language is

practice as much and as often as possible to lessen the language anxiety.

Within Tarlac City, research on students' apprehension and adaptive strategies in

English language learning is inadequate. Although literature and studies have explored

some coping mechanisms, it requires further analysis. Additional research is necessary to

comprehensively understand the students' apprehension in order to provide concrete and

adaptable coping strategies in English language learning among students.

To date, no study in Alvindia-Aguso High School has been done on students'

apprehension in English language learning. This exploration aimed to shed light on the

current situation of education in the Philippines. Hence, this study attempted to unveil the

English language apprehension among students in order to use English as a medium for

communication free from difficulties at the basic education level. The case is essential

because revealing the main cause of students' apprehension and how it affects students is
 49

necessary to provide a suggested intervention and encourage students in coping with the

challenges they experience in learning English as a second language. The possible results

of the study may be useful to students, teachers, parents, and administrators, as well as to

the present and future researcher, equipping students with the necessary skills to

communicate and compete internationally.

Statement of the Objectives

The goal of this study was to unveil student's apprehension and adaptive strategies

in English Language Learning. It sought to determine the potential help of discovering

students' fears, apprehension, or anxiety and the adaptive ways and strategies in acquiring

English Language and use it to advantage. Specifically, the study aimed to address the

following:

1. To explore learners’ experience of apprehension in learning English as a second

language

2. To discover the adaptive strategies learners use to cope with the English Language

learning challenges

3. To reveal the impact of language apprehension on learners’ academic preference

and communication skills

4. To propose a model that incorporates adaptive strategies to lessen apprehension in

learning English as a second language.

 50

Theoretical Framework

The theory of Foreign Language Anxiety postulated by Horwitz and Cope, which

was reviewed by Tran (2012), appeared in the study of Song (2024). FLA is defined as a

"distinct complex of self-perceptions, beliefs, feelings, and behaviors related to classroom

language learning arising from the uniqueness of the language learning process" (Horwitz

et al. 1986), which suggests the FLAS as a standard instrument in studies of FLA. These

tools used the 33-item FLCAS, which is designed to measure who among the students

possesses anxiety in foreign language classrooms. Furthermore, Horwitz emphasized that

foreign language anxiety arises from three performance-related factors: the anticipation of

unfavorable assessment, communication apprehension, and test anxiety. The first factor

pertains to the feelings and thinking of students when they are being judged or criticized

negatively. Additionally, the second factor refers to the anxiety experienced by students

while utilizing the English language in a daily conversation. While the third factor concerns

the anxiety that arises when taking an examination. Overall, many researchers utilized

FLAS to measure language anxiety, making this theory widely accepted in the field of

research, acknowledging the distinctiveness of foreign language anxiety, and proving that

the FLAS tool is reliable and valid.

In line with this, the theory of Horwitz et al. (1986) is used to reveal the main cause

of apprehension and evaluate its effects on students' academic performance while

evaluating some coping strategies for students in this present study.

 51

Learners’
experience of
apprehension in
learning English
as second Impact of Propose a model
language. language that incorporates
apprehension on adaptive strategies
academic to lessen
Adaptive preference and apprehension in
strategies used to communication learning English as
cope with English skills. a second language.
language learning
challenges.

Figure 1. Paradigm of the Study

1. Philosophical Foundation

This study examined learners apprehension and adaptive strategies in learning

English as a second language. It outlines a cyclical process where English language

learners’ experiences inform coping strategies for learning challenges, which in turn

affect academic preferences and communication skills, ultimately proposing adaptive

models for comprehension. The "realities" of this study, language apprehension, adaptive

strategies, academic or communicative impacts, and the proposed model are not universal

or fixed but emerge from learners’ lived interactions with the English language, their

learning environments, and their own identities. The central objective was to holistically

explore, understand, and develop actionable solution for learner’s apprehension in

learning english as a second language. Apprehension (Objective 1) is framed as a

subjective phenomenon that exists in learners’ thoughts, feelings, and embodied

 52

experiences. Adaptive strategies (Objective 2) are dynamic constructs learners create to

navigate challenges. Impacts (Objective 3) are contextual outcomes of how apprehension

intersects with their academic and social lives. The model (Objective 4) is a purposeful

construct designed to engage with these existing realities.

2. Logical Flow

Phase I— investigates the multifaceted experience of learners dealing with English

language apprehension. The study begins by exploring the emotional and psychological

experiences of learners, recognizing that apprehension is often rooted in fear, anxiety, or

past negative experiences. Phase II— by understanding these experiences, the study builds

a foundation for identifying adaptive strategies, and the ways learners respond to and

manage their challenges, whether through personal effort, peer support, or instructional

techniques. Phase III— third objective shifts the focus to the consequences of

apprehension, examining how it affects learners' academic preferences, such as avoiding

English heavy courses, and communication skills, hence reluctance to speak in class or

participate in group discussions. This provides insight into how apprehension shapes

educational trajectories and interpersonal development. Finally, phase IV, the last part

culminates in the creation of a model that synthesizes all findings. This model aims to offer

a holistic understanding of language apprehension and serve as a practical guide for

educators, curriculum designers, and policymakers to support learners more effectively.

 53

2. METHODS

This section outlined the research design, participant selection, data collection

procedures, and data analysis techniques employed in this qualitative phenomenological

study. The study aimed to explore the lived experiences of students at Alvindia-Aguso High

School regarding the student apprehension and adaptive strategies in English Language

Learning. Phenomenological approach was chosen to gain rich, in-depth insights into

participants' perspectives and interpretations of this complex relationship, focusing on the

essence of their experiences rather than solely on quantifiable data. The methods described

below were designed to provide a comprehensive understanding of how a student's

apprehension affects English language learning and how adaptive strategies shape students

English language development within the specific context of the Alvindia-Aguso High

School, Grade 10 Students.

Research Design

The present study is a descriptive qualitative research in nature using

phenomenological approach to explore the apprehensions experience of learners, discover

adaptive strategies to cope with it the challenges encountered and to reveal the impact of

language apprehensions on learners academic success among students at Alvindi- Aguso

High School who experience language apprehension in English Language Learning.

Creswell (1994) defines qualitative research as "...an inquiry process of understanding a

social or human problem based on building a complex, holistic picture, formed with words,

reporting detailed views of informants, and conducted in a natural setting". This approach

provides extensive knowledge of students' difficulties in dealing with English as a second

language focusing on unveiling the learners' experience and insight of language

 54

apprehension rather than solely on quantifiable data. Aiming to provide practical strategies

for coping the difficulties encountered by students specifically English Language

Apprehension within the specific context of the Alvindia-Aguso High School. Junior High

School Year level 10.

Research Locale

The study was conducted at Alvindia-Aguso High School located at Mc Arthur

Hiway, Aguso, Tarlac City, Philippines. Alvindia Aguso Highschool is a reputable

educational institution with a strong commitment to providing quality and relevant

education to its students, Alvindia Aguso Highschool has established itself as a leading

school in the area. The school offers a comprehensive curriculum that is designed to cater

to the individual needs and interests of its students, helping them excel both academically

and personally. With a team of dedicated and experienced educators, state-of-the-art

facilities, and a supportive learning environment, Alvindia Aguso Highschool is an ideal

setting for this study, which sought to describe student's apprehension and adaptive

strategies on English language learning. In Alvindia Aguso High School, students often

avoid doing speeches due to anxiety and fear of making mistakes in front of their peers.

This avoidance behavior reflects a common challenge faced by many learners in acquiring

confidence in spoken English. The study further explores how these students cope with

such anxiety and what adaptive strategies they employ to participate in English language

activities despite their apprehension. Understanding these dynamics can help educators

develop targeted interventions that foster a more supportive atmosphere for English

speaking and presentation skills development.

 55

Participants of the Study

Participants were purposefully selected from Grade 10 students across four

sections—Zara, Orosa, Dela Cruz and Flores using their documented performance scores

in impromptu and argumentative speeches. The score sheets showed a broad distribution

of results, with impromptu scores ranging roughly from the mid-70s to the mid-90s, and

argumentative speech scores showing a similar spread. Several students demonstrated high

proficiency (e.g., scores in the 90s), while others fell within the mid-70 range or had

incomplete scores, indicating varying levels of confidence, preparedness, and English

language apprehension. These observable differences in oral communication performance

made the Grade 10 year level an appropriate and diverse group for examining English-

speaking anxiety. Purposive sampling ensured a diverse range of experiences based on

factors such as age, gender, preferred adaptive strategies and technique for English

learning, and self-reported apprehension or anxiety in English language. Recruitment of

the participants aimed to represent various English apprehension levels within the program.

The sample size was determined by data saturation—data collection continued until no new

themes or insights emerged from the interviews. The researchers anticipated a sample size

of approximately 14 participants. Ethical considerations, including informed consent and

anonymity, were strictly adhered throughout the research process. Participants received a

detailed information sheet, had opportunities to ask questions, and informed consent was

provided before participation. All data was stored securely and anonymized to maintain

confidentiality.
 56

Research Instrument

The instrument for this study was a researcher-created survey questionnaire. The

survey was administered to investigate the student's apprehension and adaptive strategies

in English language learning, exploring the main causes, evaluating how apprehension

affects student's school engagement and performance, and investigating adaptive strategies

students utilize to cope with apprehension. The questionnaire included questions assessing

participants' fears, apprehension, and anxiety, their perceptions of how apprehension

affected their English skills (including speaking, writing, grammar, pronunciation, etc ),

their coping mechanism in English language apprehension, and their overall assessment of

adaptive strategies' role in coping with fears in English language. The method of

distribution was determined based on practical considerations, such as the accessibility of

participants. Lastly, to ensure its validity and reliability the instrument was validated by 3

educational expert who reviewed the qualitative interview guide for clarity, relevance, and

alignment with the study’s statement of the objective.

Data Gathering Procedure

Data was collected through semi-structured interviews conducted either face-to-

face, depending on participant preference and feasibility. Interviews were audio-recorded

and transcribed verbatim. A pilot interview was conducted (with a student outside the final

sample) to refine the interview guide and ensure clarity and appropriateness of the

questions. The interview guide explored key areas such as: main causes of apprehension;

how apprehension affects student's performance; various adaptive strategies, technique

students use to cope with apprehension; perceptions of apprehension’s impact on English

skills; challenges and opportunities encountered; and relevant contextual influences

 57

including students native language, classroom settings, learning materials availability and

scaffolding supports.

Data Analysis

The transcribed interviews were analyzed using Thematic Analysis. Thematic

analysis, as outlined by Braun and Clarke (2006), was used to analyze the transcribed

interview data. This iterative process involved six phases:

Phase 1 - Familiarization with the data. This involved repeated reading and

listening to the audio recordings of the interviews to gain a holistic understanding of the

data. Researchers immersed themselves in the data, making notes and initial observations.

This phase aimed to develop a deep familiarity with the nuances of the participants'

experiences.

Phase 2 - Generating initial codes. This phase involved identifying meaningful

segments of text (codes) that represent key ideas, concepts, or experiences expressed by

the participants. Codes were assigned to specific sections of the transcripts, capturing the

essence of the participants' statements. This process was inductive; codes emerged directly

from the data rather than being pre-determined. Researchers worked independently and

then collaboratively to compare and refine their initial coding.

Phase 3 - Searching for themes. This involved grouping similar codes together to

form broader themes. Themes represented patterns and recurring ideas across the data set.

Researchers examined the relationships between codes and identified overarching themes

that captured the central aspects of the participants' experiences with social media's

influence on their English language learning.

 58

Phase 4 - Reviewing themes. This phase involved critically reviewing the identified

themes to ensure they accurately reflected the data and were well-supported by evidence

from the interviews. Researchers refined and revised themes based on this review, ensuring

clarity, coherence, and consistency. This may have involved merging, splitting, or

redefining themes to improve their explanatory power.

Phase 5 - Defining and naming themes. This involved clearly defining each theme

and giving it an appropriate name that accurately reflected its content and meaning.

Researchers developed detailed descriptions of each theme, outlining its key

characteristics, supporting evidence, and its relationship to other themes.

Phase 6 - Producing the final report. This involved writing a comprehensive report

that presented the findings of the thematic analysis. The report included a detailed

description of the research methods, a presentation of the identified themes, and an

interpretation of the findings in relation to the research questions and existing literature.

The report also discussed the limitations of the study and suggested avenues for future

research. The use of Thematic analysis software (e.g., NVivo or [Link]) supported the

coding and organization of the data throughout these phases.

 59

3. RESULTS AND DISCUSSION

This section presents the key findings of our research, offering a comprehensive

analysis of the concrete input collected. The researcher discusses the significance of these

results, highlighting potential support and coping strategies for the challenges encountered

in learning English.

Theme: Emotional Response Triggers Psychological Barriers, Communication

Apprehension, and Fear of Negative Evaluation in Learning English

Table 1 reveals that learners experience different emotions regarding the required

utilization of English language specifically during class activities or discussion. In

classroom setting participants often feel scared, embarrassed, nervous and under pressure

in speaking English in terms of recitation, reporting and public speaking. Participants

added that they fear of making mistakes in constructing sentences— proper grammar and

pronunciation in English and the judgment of others resulting low confidence.

As participants engaged in speaking English, they state that when standing and

appearing in front of audience they experience strong chest beat, a lot of sweats, shaky

voice and hands unable to process information and utter a words. Some Participants shows

discouragement in learning English as their confidence drop due to lack of focus,

preparation and poor mastery in English while in Tagalog they can freely express their self.

In relation, the study of Rumiyati and Seftika (2018), the factors of students anxiety

includes three aspects such as communication apprehension, test anxiety, and fear of

negative evaluation. Consequently, affects students speaking performance.

In conclusion, this study reveals the emotions of learners regarding English learning

experience resulting communication apprehension and fear of negative evaluation and

these factors have a big impact in learners speaking performance.

 60

Theme: Linguistic and Environmental Determinants of English Apprehension.

Table 2 reveals the areas that caused learners the most anxiety or apprehension in

learning English, particularly in speaking, writing, grammar, pronunciation, etc. Most

learners reported their inability to express themselves freely due to difficulties encountered

with grammar, pronunciation, and how to construct sentences, which resulted in a

continuous lack of confidence. Some learners' apprehension began as early as grades 6, 7,

and 9, underlying fears and continues to grow, especially in the classroom activities,

including reporting, public speaking, and recitations. These experiences, along with tough

emotions and physiological reflexes like feeling scared, nervous, or under pressure, mental

blocks, a lot of sweat, stuttering, and a shaky voice to speak a word, constantly undermine

academic performance, confidence, and communication skills.

Learners' fear of making mistakes, receiving criticism or correction, and lack of

mastery in the English language got worse on relying on the first language, which is

Filipino. Further, intensify low grades, struggle with time management, and receive harsh

or ineffective teaching approaches, which has a big impact on eliminating challenges in

learning English. In relation, a study by Hutabarat and Simanjuntak (n.d.) determines the

sources that cause speaking anxiety in English learners. Their findings revealed limitations

of English exposure, fear of negative evaluation, and learning conditions. In learners'

attitudes are self-inferiority and fear of making mistakes. Regardless of the sources that

caused anxiety in speaking English, they found a way to lessen the anxiety by

implementing media intervention and establishing learning support.

Furthermore, Flores and Escandallo, (2024) provided additional context,

highlighting several coping mechanisms, such as self-regulation and independent learning.

 61

Overall, learners are dedicated to continuous progress in speaking skills and ongoing

practice to improve their grammar, pronunciation, and overall abilities.

Theme: Coping strategies for overcoming apprehension challenges in English

experience

Table 3 presents the learners’ utilization of different strategies when they feel

nervous or challenged as they engage in learning English. Most of the participants show a

strong mark on self-condition and apply relaxation and positive attitude to lessen anxiety

and enhance self-confidence. Participants demonstrated self-doubt; however, through

consistency of self-reflection and discovery, it increased their confidence. They effectively

used self-practice, such as speaking in front of a mirror, which helped them to achieve high

grades and ace performances in classroom settings. Practicing with a mirror is a

straightforward exercise and technique that improves speaking skills. Practicing in front of

a mirror, looking at your reflection, observing your body language, and talking to yourself

helps you increase confidence and strength Tiju’s Academy, (2021).

To manage nervous participants, implement a breathing technique, the inhaling and

exhaling method. Some participants discovered it by themselves or through peers' advice

to pause, practice, and relax specifically to cope with the fear of strict teachers and

condition themselves during recitations. Lamarca (2023) implied that diaphragmatic

breathing is not only effective at alleviating public speaking anxiety but also a less time-

consuming and low-cost intervention to improve the overall communicative competence

of the learners.

Furthermore, most learners combined peer guidance and self-study strategies, like

taking notes, memorization, and self-reflection, to manage anxiety. In this way it helped

them cope with the symptoms they experienced, such as sweaty palms, shaky hands, and
 62

fear of criticism. This aligns with the study of Huang and Zhang (2023), which reveals that

peer support enhances self-efficacy and emotions positively influences engagement and

anxiety, and tailors students' needs.

Overall, as participants found what worked best for them, they were helped to

overcome the difficulties during the moment of stress. It highlights the effectiveness of

combining the various strategies, including relaxation, positive thinking, and peer support,

to improve their English learning experience.

Theme: Peer support and artificial intelligence integration to overcome challenges

in English learning
Table 4 examined the use of resource support to overcome challenges in learning

the English language. Most learners often utilized technology, especially artificial

intelligence such as ChatGPT and the Cici app, which helped them for brainstorming ideas,

essay writing, and presentations for its convenience and easy access. Participants often

used this tool for self-study, correcting pronunciation and translating unfamiliar words to

them, to support and expand their vocabulary, and to cope with difficulties in speaking,

grammar, and pronunciation. Artificial Intelligence enchances English teaching through

tool such as grammar checkers and language learning apps with writing assistance being

the most common application however challenges arise like academic dishonesty which

relies more on AI and other technical problems. Despite the benefits of AI tool it

emphasizes the need for ethical considerations and teacher training to manage AI potential

(Daud et al., 2005).

Moreover, participants valued immediate and direct feedback received from

teachers, which was viewed as more reliable in improving mistakes and areas of error.

Teachers, friends, classmates, and family are seen as a strong support system that offers
 63

direct help and courage during tough moments in learning English, which contributes to

boosting participants' self-confidence. However, some learners relied on technology

support when feeling under pressure and nervous during recitation as well as to avoid

inconveniencing teachers. While platforms including Google and TikTok have made a big

contribution to enhancing learning experiences in English by providing additional

resources and techniques to better improve in English,

Overall, participants effectively combined peer, teacher, and technology resources

for support and guidance to handle challenges, demonstrating a resourceful and flexible

way to master English.

Theme: English Classroom Recitation Apprehension, Fear of Teacher’s Approach

and Behavior, and Performance Anxiety

Table 5 reveals learners’ performance in English subjects and other academic tasks

while having apprehension in English language. Most of the participants avoid english

recitation due to lack of English language proficiency. Participant ID, “JHS 1”, illustrates

fear of English classroom recitation due to lack of English mastery causing low grades for

being unable to answer the teacher’s questions. They also demonstrate how apprehension

restrains participation in English class, hence low grades or scores.

Other participants further demonstrated performance anxiety, in which they show fear of

negative evaluation from teachers and peers, fear of making mistakes causing nervousness

and other English speaking physiological symptoms.

The participants also present other causes of apprehension in English language

speaking and academic occurrences. The teacher’s approach and behavior has a significant

role in the learner's English language learning. Participant ID, “JHS 7”, reveals fear of the
 64

teacher's negative approach, which is shouting— causing uneasy feelings in the classroom

setting.

Theme: Communication Apprehension and English Language Proficiency Barrier

Table 6 shows a similar result as table 5. Most of the participants are having a hard

time communicating with their peers, teachers and other people due to lack of English

proficiency. Participant ID, “JHS 1” in table 6 shows a significant fear in communicating

or approaching an English teacher. The participant states, “If I’m going near her (pertaining

to the English teacher), I’m already scared because if ever she sees you, it’s like your

required to speak in English, I’m also scared of being remembered by her in recitations.”,

demonstrating fear of communicating with a Teacher while having apprehension in English

language speaking. Participant ID, “JHS 14”, states that communicating with English

speaking peers intimidated them, resulting struggle as a non-English speaker. Each

participant reveals the same problem in participating class, especially in English classroom

recitation. Participants showcase fear of expressing their thoughts as a result of English

language apprehension.

Identical to table 5, table 6 also illustrate the same challenges in performance

anxiety. Fear of making mistakes, having low self esteem or low self confidence upon

speaking with others. Participant ID, “JHS 3”, claims that being unable to express

themselves in English language makes others misunderstand them completely.

Theme: The Desire for a Positive Classroom Environment to foster English

Language Learning

Table 7 reveals desired support, changes, or learning environment for learners who

are suffering from English language [Link] entirety of the participants

 65

expresses desire for a positive school climate where, teacher-peer support is in presence.

One major factor of English language apprehension in a classroom setting is the teacher’s

approach to the learners. All of the participants shows fear of a negative approach of a

teacher. Teacher’s behavior has a huge factor in learners’ English learning and their

apprehension in the said field. The desire of every participants of an approachable, kind

and calm educator is visible. Participants desire for a supportive and positive environment

to lessen their apprehension in English classes and gain more confidence in participating

classes.

Participant “JHS 3”, expresses desire for an unbiased classroom-teacher, where

learners are free to express themselves despite their intellectual capacity, not minding status

in a school setting. The participants also wishes for peer support where a classroom is

judgement free, eliminating apprehension in making mistake or fear of a negative

evaluation when speaking in English.

Furthermore, participants will put more time improving their English language

proficiency by allotting time for English language studying. Online and AI also plays a

huge role in their learning, it serves as a support when facing challenges in learning,

especially when the participants are afraid or shy to ask for physical help.
 66

Proposed Model for reducing Apprehension about learning English through

Adaptive Strategies

Cycle of Adaptive
Coping for English
Language Apprehension

Apprehension Triggers &

Assessment

Adaptive Strategies
Cognitive Reframing Selection &
Implementation

Outcome & Feedback

Cycle of Adaptive Coping for English Language Apprehension is designed to help

learners identify, address, and reduce apprehension, related to using English language,
 67

while building long-term resilience. Apprehension in English (e.g., fear of speaking,

making mistakes, or being judged) is a dynamic response. This model frames coping as an

ongoing cycle of awareness, action, and adjustment, rather than a one-time fix.

There are four stages in the said cycle. The first one is Apprehension Triggers which

is, identifying the source and scope of apprehension by the learner and educator.

Individuals recognize what is causing their apprehension (e.g., public speaking in English

or required English recitation ) and how it manifests (e.g., racing heart, negative self-talk,

or avoiding the task).

Secondly, Cognitive Reframing which it shift negative thought patterns to

constructive ones. This stage challenges unhelpful beliefs (e.g., "I’ll sound stupid if I make

a mistake", “They will make fun or laugh of me for making mistakes”) and replaces them

with realistic, supportive ones (e.g., "Mistakes help me learn—everyone makes them").

Third, Adaptive Strategy Selection and Implementation where they choose and use

targeted strategies to manage the trigger.

Strategies are categorized by focus (cognitive, behavioral, social) to match the specific

trigger. Here are the key samples:

Cognitive

-Breaking tasks into small steps (e.g., "First, practice my opening line", “Memorizing my

answer”, practicing with a mirror); visualizing success.

Behavioral

-Rehearsing the task in a low-pressure setting (e.g., practicing with a friend); slow

breathing to calm physical symptoms.

Social
 68

-Seeking support from a teacher, joining a safe English practice group (e.g., a conversation

club, ARAL reading, English club).

Technological Integration

-Using AI tools for brainstorming and content preparation (e.g., chatbots to draft speech

points, generate practice scenarios), leveraging language learning apps (e.g., pronunciation

tools), virtual reality (VR) for simulated public speaking environments, and digital

platforms for remote practice sessions.

Lastly, Outcome and Feedback Evaluation where it measures whether the strategy

worked. After implementing the strategy, individuals reflect on:

• Did the apprehension decrease?

• Was the task completed successfully?

•What worked well, and what didn’t?

Refine strategies and build long-term confidence. Lessons from the evaluation are

fed back into the cycle and effective strategies are repeated or adapted for new triggers,

while less effective ones are replaced. Overtime, this builds apprehension resilience, which

is the ability to manage apprehension automatically in new English contexts.

 69

CONCLUSION AND RECOMMENDATIONS

This section integrates the key findings of the research and presents practical

knowledge derived from the study’s results. By synthesizing the collected input, it

emphasizes the significance of the findings.

Conclusions

The conclusions are taken and based on the findings:

1. Most of the learners experience fear of participating in classroom activities,

especially recitation, due to lack of English language mastery. Feelings of

apprehension like, feeling scared, embarrassed, nervous, shaky hands, abnormal

heartbeat or under pressure are triggered when they are required to use English

language.

2. Learners use breathing technique or self conditioning, applying relaxation and

positive attitude, practicing with a mirror, taking notes and memorization as

strategies to cope with English apprehension.

3. Learner's avoidance and fear of recitation or other classroom activities causes low

scores in academic matters while in communication skills, lack of English mastery

unable learners to express themselves properly to their peers, teachers or others.

4. A model is proposed to lessen English language apprehension.

Recommendations

The following recommendations were found based on the summary of finding and

the conclusion:

1. Build a learning environment where learners' are free to make mistakes and are

not judged for not being able to speak in English fluently.

 70

2. Focus on students strategies like, breathing techniques, taking notes and

memorization, and develop its ways and usage.

3. Teacher-peer support and approach must be in positive presence, eliminate

judgement and guide non-English speaking learners.

 71

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Appendix A
Letter to the School Principal
 78

Appendix B
Letter to the Participants
 79

Appendix C
Interview Guide

“UNVEILINGS LEARNERS APPREHENSION AND ADAPTIVE STRATEGIES

IN LEARNING ENGLISH AS A SECOND LANGUAGE”

1. To explore learners’ experiences of apprehension in learning English

as a second language.
1.1. How do you feel when you are required to use English during class activities or
discussions?

Follow-up probes:

⚫ Can you describe specific situations when you felt nervous or uncomfortable?
⚫ What do you think triggers those feelings?
⚫ Does this happen all the time or only in certain tasks?

1.2. What aspects of learning English (speaking, writing, grammar, pronunciation, etc.)
cause you the most apprehension or anxiety?

Follow-up probes:

⚫ Why do you think this particular aspect is challenging for you?

⚫ When did you first notice that this area makes you anxious?
⚫ Has this difficulty changed or worsened over time?

2. To discover the adaptive strategies learners use to cope with English

language learning challenges.
2.1. What strategies do you usually use when you feel nervous or challenged while
learning English?

Follow-up probes:

⚫ Did you learn these strategies from someone or did you figure them out yourself?
⚫ Which of these strategies helps you the most in reducing your anxiety?
⚫ Can you give an example of when you used this strategy successfully?

2. 2. How do you use resources such as teachers, friends, technology, or online tools to
cope with challenges in learning English?
 80

Follow-up probes:

⚫ Which specific tools or people do you find most helpful? Why?

⚫ How often do you use these supports?
⚫ Can you share a time when using these resources improved your English learning
experience?

3. To reveal the impact of language apprehension on learners’ academic

preference and communication skills.
3.1. In what ways does your apprehension in learning English affect your performance in
English subjects or other academic tasks?

Follow-up probes:

⚫ Have you avoided certain activities or tasks because of fear of using English?
⚫ Do you feel your grades or participation are affected? How?
⚫ Can you describe a specific incident where apprehension impacted your academic
performance?

3.2. How does your apprehension influence your communication with teachers,
classmates, or other people?

Follow-up probes:

⚫ Do you hesitate to speak in English even when you know the answer? Why?
⚫ Has this affected your confidence in social or academic interactions?
⚫ Can you recall a situation when apprehension limited your ability to express
yourself?

Closing Question

What support, changes, or learning environment would help lessen your apprehension
and improve your English learning experience?

Follow-up probes:

⚫ What can teachers do to help you feel more comfortable?

⚫ What improvements can be made at home, in class, or in your study habits?
 81

Table 1. The learner’s emotions towards activities and discussions in English class.
Question: 1. How do you feel when you are required to use English during class
activities or discussions?
Participants Key Point Code Category
ID
JHS 1 Minsan po ano — Feeling Communication
mahirap kasi po ah… Embarrassed and Apprehension
yung kunwari po nervous in learning
nangangapa ganon po. English
Kasi ‘di mo naman po
masyadong kapa yung Lack of
subject and then Understanding,
required na mag English focus and
so yun po kinakabahan unprepared
po kung minsan.

Sa recitation pag ‘di po

na gegets yung topic,
tapos po pag tinawag ka
wala kang masagot so
yun po mahihiya ka po
syempre nagtuturo po
sila ng maayos tas ikaw
na ‘di mo gets
kakabahan ka po.

Pag minsan yung mga

surprise quiz and
recitation mga ganoon
dun ka po kakabahan
kase wala ka po na
review na kahit ano —
yung wala ka pong alam
uhm ‘di ka po ready.

Minsan lang po kapag

recitation sa English.
JHS 2 Ano po… kinakabahan Always feeling Communication
at natatakot. Nervous and Apprehension
Scared during
Madalas po discussion and
nararamdaman ko learning English
during discussion pero
hindi naman po madalas
nangyayare
 82

JHS 3 Bigla na po akong Feeling Nervous Fear of Negative

kakabahan at malakas and Strong chest Evaluation
na po tibok ng dibdib beat in reporting,
ko. recitation, public
speaking and
Kapag po may learning English
reporting, recitation, at
public speaking po in Fear of making
English Class na fe-feel mistakes in front
ko na po na of classmate and
kinakabahan na po ako. friend

Sa tingin ko po yung Fear of speaking

takot ko po na mag English Language
kamali sa harap po ng
mga kaklase at kaibigan
ko po.

Sa mga time lang po na

need mag salita sa
language po na English.
JHS 4 Kinakabahan na po agad Sometimes feeling Fear of Negative
at natatakot kaya buong Nervous, Scared Evaluation
day po akong hindi mag and Pressured
sasalita Ma’am para ma
avoid ko po na mag- Fear of speaking
kamali. and making
mistakes in
During our English English Language
class po na kailangan
kapag mag sasalita
English po tapos
required po ng teacher.

Pag English Time na po

tapos yung peer
pressure din po.

Minsan po sa kahit na
anong subject po at mga
activities na kailangan
po Engish language and
gamitin.
JHS 5 Nanghihina po at Feeling weak and Fear of Negative
Nahihirapan po ako. under pressure in Evaluation
speech,reporting
 83

Sa English Class po and discussion

naming na laging may during English
pa speech, reporting and Class
discussion po.
Fear of making
Yung pressure po na mistakes and
mag- kamali tapos i- correction
correct po ako ng hindi
Magandang approach.
Siguro yung mga times
din po na nag kamali
ako tapos naiisip ko po.

Hindi naman po palagi

pero sa mga activities na
related po sa English
kasi to be honest po
mahina po talaga ako sa
English.
JHS 6 Natataranta na po at Sometimes feeling Fear of Negative
kabado kasi po baka confused, scared, Evaluation
mag-pa recitation po embarrassed and
tapos hindi ko po discourage in
kayang sabihin sa speaking English
English yung sagot ko Language
po.
Poor speaking
Nung may oral skills
recitation po kami na
graded tapos nahirapan Fear of making
po akong express po mistakes
yung gusto kong sabihin
sa English kahit madami
po akong idea.

Siguro po kapag iniisip

ko yung mga
nakakahiya po para sa
akin na pag kakamali
tapos negative outcome
po na iniisip.

Minsan po Ma’am
kapag pinanghihinaan
po ako ng loob na mag
try po na mag-salita sa
 84

English kahit po
nabubulol ako Ma’am.
JHS 7 Takot at kaba po agad Sometimes feeling Fear of Negative
nararamdaman ko scared, nervous, Evaluation
Ma’am kasi gusto ‘hindi and weak in
ko po talaga gusto ‘yan, English Language
mahina po talaga ako sa
English Ma’am. Poor speaking
skills
Kapag kinakausap po
ako sa English Ma’am
kasi hindi ko po kayang
mag respond pabalik
baka ma wrong
grammar pa po ako.

Minsan lang naman po

Ma’am especially sa
English Subject po
naming.
JHS 8 Kabado po, namamawis Feeling Nervous, Fear of Negative
po kamay tas mabilis po sweaty hands and Evaluation
pintig ng puso ko kapag strong chest beat
sinabi na ng teacher na during recitation in
english dapat sagot sa learning English
tanong nya.
Fear of making
Parang ano, parang, mistake and
feel— ay para po syang judgement
sa isang bagay tapos
nakamali ka parang
nakakahiya ka sa
madaming tao parang
ganon po yung feeling
ko parang pag tawa nila
ganon— nattriger yung
ganong feeling kapag sa
tingin ko jinu-judge ako.
Parang jinujudge ka po
yung pagsasalita mo ng
english, yung grammar
during recitation.

Pag recitation lang po sa

english. Sa ano uhm—
sa ibang subject po
 85

nasasagot ko naman po
ng maayos, pero yung
iba kapag malalim
na english po, ‘di ko na
po nasasagot.
JHS 9 Kinakabahan kasi baka Feeling Nervous, Fear of Negative
magkamali yung sweaty hands, Evaluation
grammar or what. shaking during
Namamawis po kamay recitation and
ko tas nagpapanic na po reporting
ako non kasi nga kabado
na ako. Fear of making
Nanginginig ma’am mistakes and
parang ‘di mo na alam judgement in
kung ano isasagot ko. English

Kapag nag rrecite or nag Lack of focus and

rreport ganon Mastery of English
Ahm— hindi ko gamay Language
english, nasanay ako
magtagalog o sa filipino
kaya takot mag english
kasi baka pagtawanan
ako.

Kinakabahan lagi,
kapag english na
usapan— lalo na kapag
nakaharap mga
classmates, nakakahiya.
Hindi ako makakasagot
lagi.
JHS Ano- natatakot, Feeling scared and Fear of Negative
10 kinakabahan kasi iniisip nervous Evaluation
ko agad what if
nagkamali ako- ano Fear of making
parang iiisioin ko na mistakes and
pagtatawanan agad nila judgement of large
agad ako. audience

So may- sa pinagsagot Forced to speak in

mo kami non ma’am. English
Nung pinasagot mo
kami ng impromptu
ma’am. Kinabahan po
ako non kasi biglaan.
 86

Siguro maam kapag

marami- yung kapag
nag rrecite ka sa harap
tas maraming nakatingin
tas parang tingin mo
kapag nagkamali ka,
pagtatawanan ka nila.

Kapag required na mag

english during class.
Kapag finoforce na
kami mag english, don
na ako natatakot ma’am.
JHS 11 Natatakot na’ko ma’am, Feeling scared, Fear of Negative
nanginginig na non kasi shaking and unable Evaluation
‘di naman ako to speak in English
marunong magsalita ng
english. Fear of recitation
and judgement
Kunware biglang
sasabihin ni ma’am na Lack of focus
mag rrecitation tas
magtataeag sya, ayon
nanginginig nako non
ma’am. Natatakot ako
kasi alam ko eku— ‘di
ako makakasagot.

Yung takot na
mahusgahan ka ng iba,
kapag naiisip ko na ‘yon
natatakot na ako, mas
lalo akong na bblanko.

Kapag ano maam, kapag

nag ddiscuss tas bigla
magtatanong sj ma’am.
Kinakabahan ako kapag
pinapasagot na’ko.
JHS 12 Ano ma’am— Always feeling Fear of Negative
kinakabahan. Ahm nervous and scared Evaluation
natatakot kasi ano
ma’am, baka— pagnag Often Fear of
salita ako ng english judgement and
baka ijudge agad ako ng recitation in
 87

mga kaklase ko na mali speaking English

mga grammar na Language
nasasabi ko.
Lack of confidence
Pag recitation ma’am, and Forced to
tapos pagsasalitain ng speak in English
english. Lalong
bumababa confidence
ko kapag pinipilit ako
ng ganon.

Hindi kasi ako

marunong mag english,
ma’am— kaya natatakot
ako. Tapos pipilitin ka
pa, nanginginig na ako
non.

Opo, lagi kapag

recitation tas tatawagin
ako tas mag rrecite ng
english.
JHS 13 Kinakabahan, kabado Always feeling Fear of Negative
ganon. Tas feeling ko nervous, sluttering, Evaluation
mauutal ako kapag embarrassed and
nagsalita ako tas sweaty hands in
namamawis kamay ko. learning English

Nung tinawag ako bigla Lack of

ng teacher, may time pa understanding and
na gamit yung ano— fear of judgement
yung card ano kasi
tawag don?— yung Ineffective
index! Tas bunutan teaching approach
ganon, ayon natawag
ako edi kabado ako tas
‘di ako nakasagot
pinatayo lang ako.

Kapag ‘di ka marunong

masyado mag english
syempre nahihiya ka sa
grammar mo ganon,
kakabahan ka talaga tas
matatakot ka sa ano iba
ganon.
 88

Lagi yon, kada

tatawagin ako ng
teacher. Ano— kapag
english subject na talaga
ganon.
JHS 14 Kinakabahan na po ako Always feeling Communication
non tas nanginginig din nervous, shaking, Apprehension
bilis tibok ng puso ko. and strong chest
beat during
Madalas talaga po recitation in
kapag recitation tas learning English
graded tas dapat english
lang sagot bawal Lack of focus and
magtagalog unprepared

Pag biglaang recitation

tas ‘di ka ready ganon.
Kakabahan ka kasi ‘di
mo alam gagawin po o
isasagot.

Palagi po ma’am kapag

recitation e lagi ‘yon
kapag nag llesson si
ma’am namin.

Table 2. Sources of Anxiety or Apprehension in English learning

Question: 2. What aspects of learning English (speaking, writing, grammar,
pronunciation, etc.) cause you the most apprehension or anxiety?
Participants Key Point Code Category
ID
JHS 1 Ano po… grammar, Unable to express Persistent English
pronunciation tsaka self in grammar, Apprehension
speaking… kasi po pronunciation and challenges and
yung speaking speaking progress
halimbawa mag sasalita
ka sa harap and then Lack of confidence
English po yung topic.
Tapos tatayo ka pa po sa Apprehension
harap tapos nahihirapan begins since grade
po ako na i-express 9 up to present
yung sarili ko sa
English. Effective teaching
approach and
 89

Siguro po ano… grade 9 improving

— kasi po grade 9 po apprehension
more on recite sa harap
then basa tapos explain. Feeling great and
Grade 9 naramdaman ko satisfied on
na po hanggang ngayon continues
grade 10 po. improvement
toward the feeling
Ah nag babago of nervous, sweat
naman… nag babago and mental block.
naman po totally.
syempre po pag
tinuturuan sa mga mali
and feel ko po ngayon
na parang gumaan and
nag improve ako kasi po
dati po wala po talaga
yung pawis na pawis
kana po sa harap. Tapos
kinakabahan pa at
namemental block
ngayon po parang kaya
ko na po.
JHS 2 In terms of speaking Feeling scared, English speaking
po… yun po nervous and under apprehension and
nahihirapan po ako sa pressure of Self- confidence
English and natatakot Speaking, Issues
po ako na mag kamali Pronunciation and
sa grammar and grammar
pronunciation ‘di ko po
alam paano sabihin Fear of making
Di ko po talaga alam mistakes in
kahit inaaral ko naman grammar and
po nahihirapan pa din pronunciation
po ako.
Unable to speak
Since grade 7 po ako… and lack of
kasi po high school nag comprehension
sisimula na po yung and confidence
mga reporting, public
speaking, kung saan po Begin to feel since
ako nahihirapan. grade 7 in
reporting and
Pero nag bago naman po public speaking
medyo di na ako
nahihiya and sa tingin
 90

ko naman po nag Continues

oovercome ko naman po improvement in
fear ko sa English. terms of fear in
English
JHS 3 Sa ano po Ma’am uhm Feeling scared, Fear of Negative
sa speaking, challenge, under Evaluation in
pronunciation at pressure and speaking English
grammar po kasi kapag stuttering in language
nag sasalita po ako or speaking,
nag re-recite natatakot pronunciation and
po ako na mag-kamali, grammar during
i-correct po tapos pag recitation
tawanan po ng iba baka
po kasi gawin pa pong Fear of Judgement
nickname sakin. and correction

Uhm challenging po Unable to

siya sa akin Ma’am kasi construct
‘di po ako magaling sa sentences and
speaking, lagi po akong always make
nabubulol kakaiba po wrong grammar
yung pronunciation ko
and lagi po akong na Lack of confidence
wrong grammar sa pa g
construct po ng Continues
sentence. improvement on
speaking and
Napansin ko po Ma’am constructing words
nung na pre-pressure na in English
po ako na-stress po
tapos bumaba na rin po
confidence ko Ma’am.

Uhm nabago naman po,

mas kaya ko na po mag-
salita at mag construct
po ng words gamit
English.
JHS 4 Yung tatlo po Ma’am, Feeling challenge Speaking English
uhm speaking, grammar and under pressure and
and… uhm in speaking, Communication
pronunciation po. grammar and Apprehension
pronunciation
Challenging siya kase
Ma’am ‘di po ako Lack of public
magaling mag salita lalo speaking and
 91

na kapag madami kang mastery of English

audience Ma’am-naiisip Language
ko pag na j’judge na po
ako. Fear of crowds and
Tapos nahihirapan po judgement and
ako mag pronounce ng lack of confidence
mga words tsaka mali
po grammar ko kapag Unable to
gumagawa po ako ng pronounce words
mga essay Ma’am. and correct
grammar in essay.
Kasi po Ma’am
nahihirapan po talaga Continues
ako sa speaking tas pati improvement on
po sa grammar tska speaking and still
pronunciation. struggling in
pronunciation and
Sa speaking po Ma’am grammar.
medyo kaya ko na po
kaso wrong grammar pa
rin po ako uhm tas mali
mali pronunciation ko
Ma’am kasi mas po
uhm… mas gamay ko
po talaga sa tagalog.
JHS 5 Ma’am sa speaking po Feeling under English speaking
nahihirapan ako kasi pressure, mental Physiological
uhm‘di po ako sanay block, shaky hands Symptoms
mag salita sa madaming and voice in
tao Ma’am yung kamay speaking, grammar
ko po nonstop yung pag and pronunciation
shake. Tas sa grammar
‘di rin po ako magaling Fear of crowds and
tapos sa…. pati sa pag lack of confidence
pronounce the mga
letters Ma’am. Low grades in
English Subject
Kasi Ma’am mababa rin and struggle to
po yung grades ko sa keep up with
English Subject tska nag others
struggle po ako ‘di ko
po kayang makipag Continues
sabayan sa iba. improvement in
English Subject
Napansin ko po nung and
nag sha-shake po yung
 92

kamay ko, nanginginig communication

po yung boses ko. Uhm skills
tska na me-mental block
po ako.

Uhm Sa tingin ko po
uhm mas nag improved
naman na po ako kasi…
kagaya po nito kaya ko
na ma-interview. Tapos
pasado naman po grades
ko sa English subject.
JHS 6 Sa pronunciation po Feeling under English speaking
uhm…nahihirapan po pressure, Physiological
ako pati po sa grammar embarrassed, lot of Symptoms
and yung speaking po sweats, shaky
kasi mahiyain po ako. voice and hands,
weak in
Kasi po Ma’am pinag pronunciation,
papawisan po ako ng grammar and
hindi normal, speaking
nanginginig po boses at
kamay ko tsaka Lack of confidence
nanlalambot din po ako.
Always feel during
Kasi Ma’am lagi ko po English period
yung nararamadaman
uhm kapag ito na naman Continues
po sa English period. improvement in
English class
Nabago ko naman po
kasi nagagawa uhm
nagagawa ko naman po
yung mga requirements
po sa English class
namin.
JHS 7 Sa speaking po Ma’am Feeling scared, Fear of Negative
takot po ako na mag shaky, weak and Evaluation
salita Ma’am under pressure in
nanginnginig po ako speaking
tapos yung mga
activities ko po na wro- Struggle in
wrong grammar po ako grammar and
tapos napapansin ko po pronunciation
uhm… uhm…mali po
pronunciation ko.
 93

Challenge in time
Challenging po siya kasi management
need mo ng time para Fear of making
uhm mas fluent…mas mistakes
maging fluent at better
po. Continues
improvement in
Kasi po nanlalambot speaking abilities
ang katawan ko dahil po
… sa bigat na presseure
po na ‘di mag-kamali.

Kahit papano nabago ko

naman kasi mas
iniimproved ko pa po
yung speaking abilities
ko po.
JHS 8 Ano po— grammar, Struggle in Speaking English
pronunciation, speaking grammar, apprehension and
po. Kasi po kapag ka… pronunciation and fear of negative
speaking po, parang speaking evaluation
nagka ano— mali po
nasasabing grammar Fear of public
tapos nagka— uhm, iba speaking and
rin po yung nasasabi mo making mistakes
sa nakasulat sa board. in grammar and
pronunciation
Kapag nag sasalita po
ako, natatakot po ako na Lack of confidence
baka mali grammar and
pronounciation. Begins at grade 9
where English was
Ano po- nung grade 9 harsh and
po kase nung grade 9 po complicated
yung English po medyo
harsh na po. Continues to refine
Complicated na po yung grammar and areas
english non. to improve

Uhm, nagbago naman

po kase parang—
nasanay na po ako na
mali grammar ko. Pero
mas inu-upgrade ko pa
po yung grammar ko
ngayon.
 94

JHS 9 Pr-pru-pronunciation, Struggle in Foreign Language

ma’am tsaka yung pronunciation and Classroom
grammar. Kapag grmmar Apprehension
nabubulol ako
kinakabahan at Feeling nervous,
natatakot na akong scared and
magsalita non, ma’am. stuttering in public
speaking
Kasi po nasanay ako sa
filipino kaya Lack of confidence
nahihirapan ako sa
grammar at pr- Lack of mastering
pronunciation sa English due to
english, ma’am. getting used
Filipino language
Nung nagreport ako tas
nahirapan ako- ano? pr- Grade 9
pronounciation tas yung experience of nder
grammar ko mali mali. pressure in
Grade 9 po ‘yon. reporting and
unable to construct
Nabago naman po kahit grammar and
konti, pero kinakabahan pronounce words
parin po ako kapag mag
eenglish na. Continues
improvement
English

JHS 10 Speaking, grammar, Struggle in Fear of negative

pronounciation ma’am. speaking, grammar evaluation and
(Kasi kapag nagsasalita and pronunciation foreign language
ka tas marami classroom
nakatingin, kinakabahan Fear of public apprehension
ka baka mali grammar speaking,
or pronunciation mo. ) judgement, crowds
and making
Kasi kapag nagsasalita mistake in
ka tas marami grammar and
nakatingin, kinakabahan pronunciation
ka baka mali grammar
or pronunciation mo Lack of mastery in
kasi nga ‘di mo gamay English Language
English. and self-
confidence
Kapag required na mag
english sa recitation,
 95

don ko na napansin na Fear of required to

natatakot ako. speak English in
recitation
Na.
JHS 11 Speaking ma’am, ano Struggle in Communication
ma’am— grammar speaking, Apprehension
tsaka pronunciation. grammar, and
pronunciation
Kasi baka ‘di ko maano
ng maayos ma’am— Lack of self
baka ‘di ako confidence
makapagsalita ng
maayos. Baka mali Struggle in
grammar ko tsaka speaking and
pronounciation, baka experience mental
wring word pala ma’am. block in recitation
at grade and 10
Yung lagi nalang na
ikaw tinatawag, nung Continues
grade 9 tsaka 10. Kapag improvement on
pinapa salita ako, tas ‘di areas in learning
ko magawa kasi English
nabblanko ngani ako.

Nag improve ako konti

maam, nagawa ko na
magbasa kahit paano.
JHS 12 Speaking kasama na Struggle in Persistent
yung grammar at speaking, grammar Communication
pronunciation. Kasi and pronunciation Apprehension and
takot ka magsalita Fear of negative
english tas natatakot ka Fear of public evaluation
pa magkamali ng speaking, making
grammar pati kung mistake, and how
paano mo sasabihin to delivered
ganon ma’am.
Struggle in English
Yun nga ma’am, ‘di ako and feels under
marunong english— pressure and
kaya ano, mahirap sya nervous
sakin. Parang ‘di ko
kaya, nauuna kaba ko Grade 6
ma’am. experienced fear of
recitation in class,
Nung gr 6 ma’am— public speaking
kasi uhm.. ano.. Yung
 96

ano ma’am, kapag and nervous in

magsasalita na’ko sa learning English
harap tas english don na
ako kinakabahan. Tas Continue to
kapag tinatawag ka ng struggle up to
teacher ma’am, ayon present entering
high school
Mas lumalala po sya
ma’am kasi ano—
madaming… nung
grade 6 medyo mahirap
lang sya pero pag
tungtong ko ng high
school pahirap nang
pahirap.
JHS 13 Speaking tapos yung Struggle in Persistent
grammar tsaka ano— speaking, grammar Communication
pro-pr-pronunciation and pronunciation Apprehension and
tamo ‘di ko pa po ma Fear of negative
sabi ng maayos haha Fear of making evaluation
mistake and
Kunware pagbabasahin judgement in
ka baka mali sabihin mo learning English
tas tatawa mga kaklase
mo, tas ano— yung Grade 8 begins to
kapag nagsasalita ka struggle in speech
ganon, baka mali and feeling scared
grammar ay ano, kapag and lack of
mag eenglish ka, english confidence up to
carabao sabi nga nila. present

Nung gr 8 ako nung

may speech speech na
ganon, e kailangan mag
isa ka don tas ‘di kapa
marunong edi ano na,
wala na.

Hindi man ata. Oo hindi

man e… kasi ngayon
ano— takot padin ako
tas ‘di ko man kaya.
JHS 14 Ahm.. speaking po kasi Struggle in Communication
‘di ako ahm ano— speaking, English Apprehension,
fluent english tas baka fluency, grammar Fear of negative
mali pa grammar evaluation and
 97

pagtawanan ako tas Fear of making ineffective

nabubulol sa mistake and teaching approach
pronounciation. judgement in
stuttering words
Naaano kasi ako and pronouncing
ma’am— kinakabahan
ganon kasi ‘di ako nag Feeling scared and
eenglish tas baka mali lack of confidence
grammar ko.
Begins to struggle
Bata palang ako ma’am learning English
mga ano siguro— mga in grade 6 and 7
gr 6, 7 ganon. ‘Di ko
gets english mahirap Teaching behavior
ma’am. made it worse

Lumala lang ma’am

kasi matataray lalo
teachers ngayon tas
ipapahiya ka kapag mali
mali ka.

Table 3. Diverse strategies for managing nervousness and challenges in English

learning
Question: 3. What strategies do you usually use when you feel nervous or challenged
while learning English?
Participants Key Point Code Category
ID
JHS 1 Uh yung sagot naman po Self- condition, Positive
diyan — ano po number 1 is relaxation, and perceptions and
ikalma ang sarili lang po kasi think positive Peer seeking
parang sarili mo lang po coping strategies
yung kalaban mo po relax Lack of Self-doubt
mo lang po yung sarili mo. and confidence

Para sakin po, sakin lang po Utilized said

kasi yung lang naman po strategies in
yung kalaban mo sa lahat e recitation by
sarili mo — kung kaya mo seeking help in
naman pong pakalmahin classmate
yung sarili mo magagawa mo
siya, maaapply mo siya sa Effective self-
sarili mo. practice in front of
mirror achieving
 98

Yun nga po yung sinabi ko high grades and

kanina ikalma mo yung sarili successful execute
mo then relax, hingang
malalim tas isipin mo lang po
ah… mind over matter
kumbaga ano po… wag mo
isipin yung kaba.

Possible po na nagamit ko po
yung strategy na yon during
recitation.
JHS 2 Uhm yun po nag pa-pratice
po ako especially po kapag
may reporting.

Nalaman ko po itong strategy

na to sa mga classmate ko po
na mga with honor, nag aask
po ako sa kanila, nag
papatulong po ako.

Pero kapag nag prapratice po

ako mag salita sa salamin
uhm… mas nagagawa ko po
i-express yung gusto kong
sabihin uhm…

kaya po nung reporting

naming mataas po yung
grades naming so na feel ko
po na successful naman po
ako.
JHS 3 Ma’am yung ano…yung Implement Managing
hihinga muna ng malalim— effective breathing breathing
ano kasi yon Ma’am… yung technique to technique
bre.. breathing technique po reduce
para mawala po kaba. nervousness

Ano Ma’am sa akin lang po. Self-discovery

Yung sa breathing technique

po Ma’am.

Nung ano Ma’am uhm last

week nag report ako bago po
ako mag report Ma’am
 99

sobrang kaba ko na po. Tas

huminga po ako ng malalim
Ma’am tas yun po nawala
naman kaba ng konti.
JHS 4 Nag a-ano po ako Ma’am Implement inhale Managing
uhm inhale tapos exhale para and exhale breathing
masabi ko po sa English technique to lessen technique
gusto ko sabihin. Tas parang nervousness
nababawasan po kaba ng
dibdib ko Ma’am. Discover through
friends and self-
Sinabi lang po sakin uhm… assessment
ng mga kaibigan ko Ma’am
tas na ano ko rin po na uhm Effective
nawawala po konti yung breathing
kaba ko. technique

Yung pag hinga po ng Utilized breathing

malalim Ma’am. technique to cope
the fear of
Uhm yung nagtanong po ako approaching
Ma’am sa English teacher po teacher
naming e takot po talaga ako
na kausapin yun Ma’am kaya
napahinga po ako ng malalim
sa kanya.
JHS 5 Nag pa-pause muna ako Pause for a while Managing
Ma’am uhm hihinga po ng and implement breathing
malalim tas i-relax po sarili. breathing technique
technique and
Sakin lang po Ma’am tsaka relaxation
sabi din ng tatay ko Ma’am
inhale, exhale lang po ako Self-discovery and
pag kabado na. recommended by
Father when
Uhm yun nga po Ma’am pag feeling nervous
ginagawa ko po yung hihinga
muna tas ikalma sarili. Reduce nervous
by applying the
Yung ano Ma’am… kapag said strategies
mag tatawagin sa recitation
po Ma’am tska nung nag pa Experienced of
speech po si uhm Ma’am fear and nervous
Shane po. Kabado po ako during speech
nun Ma’am baka ako po agad recitation
tawagin.
 100

JHS 6 More on nag pa-practice po Performing self- Breathing

ako mag isa Ma’am uhm practice and inhale technique and self-
yung sa ano po… sa ano… exhale technique practice
yung sa salamin po. Tas
inhale, exhale po.
Learned through
Tinuro po samin ng teacher teachers to lessen
Ma’am na mag practice po the fear and
mag salita sa English tas yun stuttering words
na po ginagawa ko uhm para
po handa din Ma’am na Self-assessment to
uhm… kaya po mag salita sa prove
harap ng mga kaklase ko Effectiveness of
Ma’am. Uhm yung ‘di po the strategies to
ako nabubulol tas kaya ko po cope with
i-pronounce ng tama yung nervousness and
ibang letters words po. fear in learning
English
Uhm yung po Ma’am uhm
more practice po tas inhale
and exhale lang po.

Yung may sari sarili po

kaming report Ma’am uhm
nag practice po mag isa kahit
kabado po nung ako na po
mag re-report Ma’am tas nag
inhale exhale po kahit
nanginginig po ako Ma’am
nun.
JHS 7 Nag a-ask po ako ng tulong Seeking help and Peer guided and
sa iba Ma’am kung ano po guide to other, managing
dapat gawin tsaka kinakalma perform breathing breathing
ko po sarili ko uhm hinga po technique and technique
ng malalim tas nawawala relaxation to
naman po konti yung uhm reduce
yung… kaba po… kaba ko nervousness
po Ma’am.
Self-discovery
Ano Ma’am uhm… ako lang
po tas yun na talaga Effective
ginagawa ko Ma’am para strategies to cope
mawala po yung kaba ng with nervousness,
konti kahit pinag papawisan sweaty feels,
na po ako tska nag shashake shaky hands and
po yung kamay ko uhm tas fear of judgement
 101

nanlalambot po ako Ma’am

takot po kasi akong ma judge
Ma’am.

Kapag kinakalma ko po sarili

ko Ma’am nag i-inhale
exhale po ako … yun po
Ma’am talaga ginagawa ko.

Nung may speech po Ma’am

kinakabahan po ako ng sobra
Ma’am uhm … tas kinalma
ko lang po sarili ko uhm
inhale exhale tas nakasagot
naman po ako Ma’am.
JHS 8 Uhm, sinusulat ko po sa Self-reflection Breathing practice
paper tapos ‘yon nalang po and practice by reflection
binabasa ko. Nag ttake note taking notes
po ako tapos ‘yon nalang po
inaano ko para ‘di ko na po Self-discovery
makalimutan yung mga
grammar. Kasi kapag po Proven
nagsasalita po ako ng direct effectiveness by
po, parang nagkakamali po applying in
ako. Pero kapag susulat ko sa recitation
paper tas ip’practice ko
parang natatama ko naman
po.

Sakin lang po. Kapag po kasi

kinakabahan ako, parang
issure ko po muna tas
isusulat ko papel para
ipractice ko. So, sariling
technique lang po.

Uhm ‘yon nga po. Kapag

may recitation po, isusulat ko
po muna, parang ippractice
ko para kapag natawag na po
ako ng teacher, makasagot po
ako.

Ano uhm, sa ano po— kasi

yung grade 10 po parang
wala ng masyadong ganyan.
 102

So sa grade 9 ko po
nasubukan yung ganyan.
Kunware po uhm-
pinagready po kami ng
kunware uhm may recitation
bukas— yon po sinulat ko na
po sa paper tas kinabukasan
don ko po sya sinagot. Inaral
ko po yung nasa paper.
JHS 9 Para ‘di ako kabahan ma’am, Makes the feelings Peer guided and
ano pinapatawa ko sarili ko. light and calm and Breathing practice
Uhm ano po— pinapractice performed lot of reflection
ko yung sagot ko sa utak ko practice to cope
para kapag isasagot ko na, with difficulties
‘di na’ko nalilito or encountered
nabubulol.
Discover through
Kay kuya ko po natutunan brother and with
‘yon, tinuro nya sakin. its guide

‘Yon nga po, ma’am. Apply

kailangan mo muna memorization
imemorize bago mo irecite before reciting the
yung sagot mo. answer

Nung nag freedom speech Have self

ma’am, nung ako lang mag confidence to cope
isa magsasalita sa english tas with nervousness
kinakabahan ako. Tas sabi ni and freely express
kuya kk dapat maging the idea in mid
confident ako tas aralin ko
lang ng maayos yung mga
salita para magawa ko.
JHS 10 Uhm bago po ako mag recite, Self-assessment by Self-reflection
sinusulat ko muna yung taking notes to
thought ko sa noteboook— improve grammar
ay yung sinusulat ko sa likod
ng notebook ko tinitignan ko Self-discovery and
kung may mali ba sa graar ko adaptation through
o wala, tsaka ako magsasalita grade 8
kapag tama na. experienced of
fear encountering
Sarili ko lang po, naging English teacher,
practice ko na po sya para making mistake,
magready. judgement and
 103

Yung nga po yung katulad embarrassment in

nung sinabi ko na sinusulat class
ko muna sa likod ng
notebook bago ako
magrecite.

Ano- since grade 8 hanggang

ngayon. Kasi ayon nga
natatakot din ako sa english
teacher ko nung grade 8, kasi
kapag ako— kapag
nagkamali ka lang ng konti
pagagitan ka nya mapapahiya
ka sa buong kaklase mo.
Simula nung natutunan ko
‘yon lagi ko na sya ginagawa
para ‘di nako mapahiya sa
kaklase ko.
JHS 11 Iniisip ko nalang ma’an na Positive outlook Positive
lilipas din ganon. Iniisip ko and reassurance perceptions in
muna sasabihin ko bago ako coping strategies
sumagot para sure na tama Self-discovery
sasabihin o isasagot ko
ganon. Proven its
effectiveness by
Ako lang ma’am, ako lang applying during
nakaalam non wala nagturo class discussion
sakin ginagawa ko lang
kabud ma’am.

Yo. nga ma’am, kapag iniisip

ko muna bago ako sumagot
para sure ako na tama
pronunciation ko.

Nung pinasagot ako ni

ma’am K tas inisip ko muna
sasabihin ko bago ko isagot.
Tas nung pinabasa nya ako,
binasa ko muna sa utak ko
bago ko sabihin ng malakas
ganon.
JHS 12 Susulat ko sa papel ma’am Taking notes, self- Self-Reflection
yung sasabihin ko, tas reflection and and persistent
ippractice ko sya ng performed lots of practice
madaming beses bago ako practice
 104

sumagot. Ayon gumagana

naman sya ma’am. Self-discovery for
preparation in
Akin lang ma’am. Nung high unwanted
school kasi lagi silang recitation and cope
nagtatawag, naghahanda ako nervousness, fear
ng ano— ng sagot ma’am and
para ‘di na ako mabigla pero embarrassment in
kabado parin ganon. class discussion

Yun nga ma’am yung ano-

susulat mo sa papel tas iuulit
ulit mo sa utak mo. Tas
kapag namemorize mo
pwede na non.

Nung high school na ma’am

e. Nung ngang tinawag ako
tas natakot ako wala na’kong
nasagot, tapos non ginawa ko
ano— sinulat ko na para
napag aralan ko na, para
kapag tatawagin ako ‘di na
ako mapapahiya.
JHS 13 Diba ano po— ay yung Self-reflection and Metacognitive
di’discuss si ma’am tas comprehension by Note-Taking
makikinig ka tas lalagay mo taking notes
sa papel kasi ugali nila ano.. during discussion
yung bigla silang
magtatawag. Imbes na Experienced of
tunganga ka syempre memorization with
ilalagay mo sagot tas uulit stuttering words
ulitin mo sa utak para
maayos na masabi.

Sakin lang, pansin ko kasi

ano po— kaming ‘di
marunong yung tatawagin
ganon. Ewan kung ganon,
ganon pansin ko po. Kaya
ganon nalang ginagawa ko—
lalagay paper tas memorize
nga.

Yung nga po uhm, iaano ko

sa papel, tas imememorise-
 105

memorize ko. Syempre ulit

ulit non tas alam mo na.

Kanina lang ma’am, ako

nanaman tinawag kasi dahil
siguro ‘di ako magaling. Tas
ayon ginawa ko sinulat ko tas
minemorise ko, memorise
pala ma’am haha tas ayon
bulol lang konti pero kaya
naman.
JHS 14 Para ‘di ko makalimutan Performed taking Metacognitive
ma’am iaano ko sa papel. notes and Note-Taking and
Isusulat ko sa papel minsan memorization for Memorization
innotes ko kapag pwedeng self-reflection
gumamit cp. Tas
immemorize ko para tama Discovered
sya kapag sinabi ko. through friends
Proved the
Tamad kasi ako non maam effectiveness of
tas ganon tinuro nung strategy by
bestfriend ko. Tas simula non applying in
ganon na po ginagawa ko. recitation

Yung ano nga ma’am— yung

isusulat tas immemorize.
Parang aaralin mo sya sa
utak mo ganon paulit ulit tas
yon mismo sagot mo sa
teacher ma’am.

Kada sasabihin ngn teacher

na may recitation tas makinig
dapat maam. Makikinig na
ako non kahit ‘di ko gets tas
nag llecture ako tas aaralin
ko sa utak ko para kapag
sinabi ko tama sya.
 106

Table 4. Utilization of resources support to overcome learning challenges in English

Language
Question: 4. How do you use resources such as teachers, friends, technology, or
online tools to cope with challenges in learning English?
Participants Key Point Code Category
ID
JHS 1 Uh yung mga iba naman Brainstorming Artificial
po kase… ngayon po Idea through Intelligence
dumating yung AI, Artificial Feedback
tinatamad na po silang Intelligence
mag aral. kumbaga
kumukuha na lang po sila Immediate and
sa AI ng sagot… yung… direct feedback of
yung tulong naman po ng teachers in
AI para sakin e ano po… learning English
yung AI po kasi pwede
kang kumuha ng idea AI used sometimes
tapos yung nakuha mong for support and
idea sa AI e papalawakin convenience and
mo siya then pwede mo rarely ask help for
siyang i-revise. teachers

Sa teacher naman po…

yung mga iba po maayos
naman po mag turo nasa
student na lang po yung
kung iintindihin po nila
ng mabuti or hindi and
minsan nag tatanong
namn po about sa mga
pronunciation kaya
malaki rin po yung tulong
ng teacher kasi pag nag
tanong ka po masasagot
nila yung tanong mo.

Uh minsan po chatgpt
yun nga po sinabi ko
kanina nakakapagbigay
po sila ng idea…dun ka
kukuha ng idea pano ka
makakasagot ng problem
pero… malaki po yung
naitulong ng AI sakin lalo
na sa mga idea idea…
 107

Sa teacher… yung ano

maam tinuturuan ka niya
one on one yung mag
katapat kayo sasabihin
mo yung problem mo
sakanya about sa
grammar and tamang
pronunciation and then a-
answer niya yon ng mag
katapat kayo kumbaga
one on one maam.

Honestly po sa ano… sa
teacher madalangan lang
po e pero yung chatgpt po
siguro ano three times a
week kapag activity lang
po pero kapag kaya
naman di na po kailangan
ng supporta.
JHS 2 Kapag nahihirapan po Teacher, Peer and
ako nag tatanong po ako classmates and Technology
sa mga teacher, clasmates friends serves as a integration support
and even po sa friends ko helping hand in
para matuto. Nung nag learning English
karoon po kami ng sari
sariling report nagamit ko Utilized
po ang google para technology for
magawa ko po yung brainstorming idea
uhm… report ko po
Technology serve
Sa tingin ko po as most helpful
technology kasi isang tool for easy
pindot ko lang po lalabas access and
na lahat ng idea. convenience
Then parents ko po —
usually kapag may Parents and family
kailangan po ako sa member for direct
kanila po ako nag guiding and
tatanong at nag support
papatutulong sa mga
activity even po yung Teacher for
brother ko. Malaki din po expanding learning
yung tulong sakin ng and immediate
teacher usually kapag feedback in
hindi ko po naiintindihan English
 108

yung lesson mas

pinapaintindi sakin. Often seeks for
support and
Madalas din po akong guidance
nag papatulong kasi hindi
naman po ako ganon Continues
katalino. improvement of
English in other
Kapag nag le-lesson na areas of subject
po yung teacher
especially po math may Building self-
English pa rin na po na confidence
kailangan pero kaya ko na
pong mag participate sa
iba.
JHS 3 Uhm sa teachers po Teachers for direct Peer and Artificial
Ma’am natutulungan po feedback and Intelligence
nila ako ma-correct po suggestion support system
yung uhm kapag nag
kakamali po ako…mga Friends for being
friends naman po yung support system and
pinagsasabihan ko kapag bringing light in
nahihirapan po ako tas the mood
napapagaan naman po
nila feeling ko tas sa… Brainstorming,
anon a po uilt yung huli expanding idea
Ma’am uhm yun po and seek possible
technology para mas ma- solution in
palawak pa po yung alam problems through
ko tas kung saan po ako Technology
nag struggle.
Technology, Ai is
Uhm yung technology po the most helpful
Ma’am yung AI… kasi tool for easy and
mabilis po makakuha ng convenient used
information Ma’am mag especially chatgpt
search lang po ako sa and cici app
online yung chatgpt po
tas cici na app. Utilized for
difficulties
Kapag nahihirapan po
ako sa mga activities uhm
yung kahit paulit ulit ko Brainstorming idea
pong binabasa wala po in chatgpt for
talaga. guiding in making
essay and
 109

Nung pinagawan po kami delivered

ng essay Ma’am tas presentation
kinabukasan babasahin sa
harap kasi yun na po
yung… uhm attendance
naming Ma’am tas
syempre kumuha po ako
ng idea sa chatgpt tsaka
nag practice po ako
Ma’am pano ko sabihin.
JHS 4 Madalas po akong nag Often seek support Peers and
tatanong sa teacher from teachers, Technology
Ma’am kung tama po ba friends, and Integration support
ginagawa ko tas nag technology for in learning English
papatulong din po ako sa expanding experience
mga friends ko kapag knowledge in
nahihirapan po tas uhm learning English
sa technology naman po and unlocking
kumukuha po ako ng idea difficulties
at mag-aral na din po.
Most helpful tool
Technology po Ma’am is technology like
kasi ayaw ko po na uhm chatgpt and cici
nakakaistorbo sa iba kaya app for its
nag se-self study na lang convenience used
po ako gamit yung uhm and applying self-
AI po like chatgpt at cici study
app po.
Unwilling to cause
Madalas po sa mga inconvenience to
activity especially po teachers
kapag mga speech tas
kapag may words na Resources
unfamiliar po sakin implemented in
Ma’am. speech
successfully
Nung may speech po address
kami Ma’am nagawa ko pronunciation and
po na mag pronounce ng grammar
tamang words tsaka yung
grammar ko po Ma’am.
JHS 5 Yung mga teacher po kasi Teacher for Peers and Artificial
Ma’am tinatama po yung teaching approach Intelligence
grammar at pronunciation and support in support in learning
namin especially po yung learning grammar English experience
English teacher po namin and pronunciation
 110

tas sa mga kaibigan ko in the aspect of and challenges

naman po nag pa- English encountered
patulong po ako sa kanila
tsaka yung AI Friends and AI as a
natutulungan ako para helping hand to
ma-solve po yung solve problem in
problema… yung ano learning English
po… kung saan ako
nahihirapan like sa Most helpful tool
pronunciation po ng are Teacher and AI
words. for immediate
support and easy
Teacher po tsaka AI kasi access for learning
Ma’am sasabihin po kung correct grammar
paano ‘to paano ‘yan … and pronunciation
yung tama tsaka mali po of words
ng teacher tas sa AI
mabilis tsaka madali na Often feeling
lang po. under pressure,
confused and lack
Madalas po kapag of understanding
nahihirapan tas nalilito po
‘di maintindihan.
Yung nag tanong po ako
sa teacher kung tama po
ba yung ginawa ko sa
speech tsaka nag
patulong po ako sa AI sa
grammar po at mga
words na ‘di ko po alam
i-pronounce.
JHS 6 Ano Ma’am nag pa- Teacher, Friends, Peers and Google
patulong po ako sa and google as a support in learning
kanila… uhm sa teacher helping hand in English experience
sa mga kaibigan ko tas correcting essay,
nag se-search ‘din po ako speech and
kung tama po ba reporting in
ginagawa ko like sa essay learning English
po sa English, reporting
tas yung mga speech po. Sometimes used
when in under
Minsan po kapag po ano pressure
Ma’am uhm nahihirapan
na talaga. Teacher and
Goggle effectively
used to make
 111

Yun nga po Ma’am dahil activites like

nag patulong po ako sa speech and
teacher ko tas nakapag improved public
search ‘din naman po speaking
kaya ko na pong gumawa
ng speech tas sabihin sa
harap ng klase.
JHS 7 Nag papatulong po ako sa Teachers, friends Peers and
kanila Ma’am kahit may and teachnology Technology
‘di po ako alam tas uhm serve as a helping support in learning
nalilito. hand English experience

Siguro po Ma’am yung Teacher for direct

teacher kasi sasabihin po and immediate
niya kung tama or mali feedback and AI
tas tuturuan ka po. Tas for brainstorming
yung mga AI naman po idea
dun ako kumukuha ng
idea. Often seek support
for activities in
Madalas po sa mga learning English
activities po especially
kapag English kasi
nahihirapan po ako mag
English Ma’am uhm mas
kaya ko po kasi tsaka
naiintindihan kapag
tagalog lang.
JHS 8 Ano po- uhm kunware po Teacher for Guided Peers and
may ‘di po ako alam na immediate Google support in
grammar or salita pwed- feedback in learning English
tinatanong ko po sa correcting experience
teacher or nag ssearch po grammar and
ako sa google. Kunware Google for
po uhm- yung malalalim unlocking
po na salita sa english- ‘di difficulties
ko po alam, tas itatanong
ko po sa google, syempre Teacher are
po masasagot po ng reliable for asking
google. support compare to
Google
Ano po— google po. Sa Ofen when feeling
tao po, si teacher. Kasi under pressure and
po— sa google po kapag confused
sinearch ko po yung
grammar minsan po tama,
 112

minsan po mali kaya Self-study and

itatanong ko po sa teacher reflection
yung mismong tanong
para malaman kung totoo
po yung nasearch ko.

Minsan lang po, kapag

nahihirapan na po talaga.
Kunware po ano ahm-
katulad nalang po…
Kapag po may issearch
ako na ‘di ko alam, tapos
po napag-aaralan ko po
sya habang sinusulat ko
ganon.
JHS 9 Ginagamit ko google Google for Technology
ma’am, issearch ko kung correcting Integration and
tama grammar at grammar and teacher support
pronounciation ko. Okaya pronunciation
tatanong ko sa teacher
kung paano Direct inquiries
pronounciation para and clarification
matama ako. from teacher
regarding correct
Chat gpt ma’am, kasi pronunciation in
medyo natututo po ako English
kapg ‘yon gamit ko. Pag
nag- katulad po ng may Chatgpt as self-
interview tas don ko po study for
itatanong yung correcting
pronounciation ng tanong pronunciation of
ko para tama yung unfamiliar words
sasabihin ko.
Used if necessary
Kapag kailangan na and feeling
kailangan, ma’am. Kapag confused or lack of
hindi ko magets, araw comprehension
araw ma’am.
Effective used of
Yung pag tatanong nga Chatgpt for
ako sa chatgpt ma’am tas solving question
natututo na’ko. and expanding
Nalalaman ko mga knowledge in
tanong ko kaya alam ko learning English
na. Habang gumagamit
ako chat gpt
 113

nadadagdagan kaalaman
ko syempre. Sa essay ko
ma’am, nagagamit ko
mga nalalaman ko sa chat
gpt.
JHS 10 Pag sa google naman, Google as Technology
minsan tinatranslate ko translator for Integration,
ron. Sa teacher naman, unfamiliar words teacher, and
isusulat ko muna sa personal
notebook yung mga gusto Teacher for correct experience support
kong agay sa essay tas mistakes and direct
ipapacheck ko sa teacher feedback
kung may kailangan
akong palitan o wala na. Teacher are more
reliable for
Teacher, tinuturo nya correcting and
sakin yung mga mali mga guiding in learning
dapat kong palitan, English than
baguhin tas mas marami chatgpt
pa sya tinuturo sakin
kapag kami lang dalawa. Often used in
Sa chat gpt naman, kasi reporting and
kapag nilagay mo lang essay
yung gusto mong
ipatranslate may Personal
idadagdag pa sya na Experience in
information. grade 9 proving
cici app are
Kapag may report or effective for
essay kami. Kapag mag expanding ang
report, araw araw po. giving information

Katulad nung sa ano— Tiktok also

nung grade 9 na nag try contribute by
ako mag cici. Yun din giving techniques
ginagamit ko non, tapos to enhance English
habang nag papatranslate learning
ako sakanya nag aadd- experience
nagpapabigay narin ako
ng mga information, mga Chatgpt are easy
techniques na pwede and convenient for
kong gamitin. Minsan searching idea
nanonood din ako sa
tiktok kasi nagbibigay Often used in
sila techniques para recitation when
 114

maimprove yung english feeling nervous

skills. and scared
JHS 11 Chat gpt, ai ma’am. Utilized Chatgpt Chatgpt as coping
Kapag ‘di ko alam for convenience mechanism in
issearch o itatanong ko and easy access learning English
lang don tas may sagot na information Language
agad ako tas alam ko na
non. Provide hands on
learning and
Chat gpt kasi agad agad immediate
mag sagot tapos madali feedback
pa intindihin kapag
pinaikli mo sa mismong Often used in
app. recitation to cope
nervousness and
Araw-araw, kasi fear of English
kailangan ko lalo na learning
kinakabahan ako lagi
sunagot okaya sa mga Chatgpt expand
recitation takot talaga knowledge and
ako. self-study

Syempre habang nag

ssearch ka sa chat gpt,
natutunan mo na yung
tanong mo. Parang ano—
pumapasok na sa utak mo
yung mga ano— mga
sinasabi ni chat gpt.
JHS 12 Chat gpt ma’am, tapos Chatgpt for Integrating Chagpt
diba tagalog tas translating Tagalog tool as support
papatranlate mo sa to English and
english sa chat gpt. pronunciation
Ibibigay nya non sagot
ma’am, madali lang. Chatgpt for easy
access and
Chat gpt nga ma’am, kasi convenient
kapag ano— yung
kailangan ko na agad Often used due to
malaman issearch ko na poor mastery in
tas lalabas na agad. Tas English during
meron din yung kung English Subject
paano mo sabihin, edi
alam ko na sya non
ma’am.
 115

Lagi ma’am, araw araw

kasi ‘di naman ako
marunong english tas
araw araw pa subject
english.

Yon nga ma’am.. yung

ano— ssearch ko sa chat
gpt.. nung ano nga
ma’am— speech, tas nag
search ako ng kung paano
salita- sabihin, ayon
nasabi ko yung ‘di ko
alam pero ewan kung
tama ma’am.
JHS 13 Google pero mas madalas Google and AI like Google and
ai— chat gpt. S’search ko chatgpt for Artificial
paano iano, i.. pronounce pronouncing Intelligence
tas syempre don ko unfamiliar words Integration as
isasagot. support
Pervasive chatgpt
Chat gpt ngayon ma’am and well used for
kadami narin kasi easy access
gumagamit non. Madali information
sya gamitin kasi ma’am
tas sinasabi nya pa agad Often used despite
kapag may itatanong ako. its restriction

Araw araw ma’am pero Chatgpt performed

binabawalan na kasi in making essay by
kaming mag ai. Pero araw translating it to
araw ma’am. English

Sa ano.. uhm.. yung sulat

sulat ma’am? nu kasi..
essay ma’am tas syempre
issearch ko yung english
nung salita tas malalaman
ko na, edi alam ko na non
ma’am.
JHS 14 Sa teacher kasi ano— Scared to ask Technology
mataray sila tas question due to Integration to cope
nakakatakot magtanong Teachers negative Apprehension and
sasabihin tanong nang behavior self-assessment
tanong kaya google
ma’am okaya cici tas
 116

issearch mo lang tanong Google and cici

mo don. app are better to
ask question and
Cici nga ma’am, kasi may easy access to find
sagot sya sa lahat tas information
nagsasalita pa sya haha
ayon may sound kaya Cici can speak and
alam mo kung paano teach how to
sasabihin yung ano— pronounce a words
salita.
Often used in
araw araw kasi kailangan recitation
tas recitation araw araw
pa Effective for self-
study and
Kapag kasi ano ma’am- reflection
kapag nag ssearch ka
kunware- kunware may
tanong ka ganon tas
issearch mo mag sagot
agad tas syempre
natututunan mo na non
yung bagay.

Table 5. Impact of English Learning Apprehension on Performance in English and

Other Academic Tasks
Question: 5. In what ways does your apprehension in learning English affect your
performance in English subjects or other academic tasks?
Participants Key Point Code Category
ID
JHS 1 Syempre po kahit hindi Effect of lack of Classroom
po English subject may english recitation
binabasa pa rin pong proficiency, low avoidance and
English sa mga iba… grades foreign language
then kunwari po may apprehension
recitation e ‘di mo
kabisado yung English
tapos mababalewala mo
then malaki pala yung
grades nun so mahihila
pababa yung grades.

Meron times po na
iniwasan ko po talaga
dati pero nung natuto na
 117

po akong mag salita kahit Avoiding english

papano yun di na po ako recitation
gaanong takot iwasan
yung mga ganong bagay
lalo na po sa pag-aaral ng
English.

Nakakaapekto po yung Avoiding english

takot sa english sa recitation, fear of
performance kasi po english language,
ano… kunwari sa period worrying about
ni Ma’am K — english recitation
iniiwasan mo siya
kumbaga iniisp mo na
lang gabi gabi na paano
ako papasok nito,
iniiwasan ko tong subject
na to kaya pano koto
maipapasa e takot ako sa
English.

Yun pong pag iwas ko Avoiding

Ma’am bumaba po recitation, low
grades ko pero ‘di naman grades
po ako bumagsak
Ma’am.
JHS 2 Ma’am kapag po public Fear of public English speaking
speaking lalo na po sa speaking, Physiological
English. Ma’am nag headache and Symptoms and
speech po kami medyo nervousness, low english language
masakit po sa ulo tapos grades, fear of performance
kabado pa po so… public speaking, anxiety
mababa po yung naging fear of judgement,
grades ko kasi usually fear of making
natatakot po ako kasi po mistakes, shyness
public speaking feeling
ko po pag tatawanan ako
kapag nag kamali sa pag
pronounce ng mga words
kaya sobrang mahiyain
ko po.

Wala naman po kasi Graded recitation,

usually iniisip ko po english language
graded to kaya nag pa- practice, fear of
practice po mag salita ng failing grade
 118

English and never po

talaga kasi natatakot po
akong bumagsak

Yes po kasi kasi kapag Class

hindi po ako nakipag participation, fear
participate baka bumaba of low grades
po grades ko or hindi po
ako nabigyan ng grades.

Malaki po yung epekto Fear of public

sakin ng public speaking speaking, fear of
kasi madami pong tao making mistakes,
uhm… nakakatakot po impromptu and
akong mag kamali. argumentative
speech, can
Nung nag pa impromptu answer but
speech and argumentative nervous,
po si Ma’am Shane unprepared, low
nakasagot naman po score
kahit kabado at ‘di po
prepared pero mababa po
yung naging scores ko
po.
JHS 3 Kapag ‘di ko po kayang Can't perform, Classroom
mag-perform Ma’am can't participate recitation
tsaka mag participate recitation avoidance and
kapag may recitation. performance
anxiety
Uhm dati po Ma’am lagi Making excuses,
akong nag da-dahilan scared and nervous
kasi Ma’am takot po ako
tsaka kabado.
Low english
Yun nga po Ma’am grade, low
mababa po yung grade ko performance
sa English kasi mababa
po palagi yung score ko
po sa uhm performance
po Ma’am.
Disorganized
Yun ano Ma’am ‘di po reporting,
maayos yung report ko stuttering,
po Ma’am uhm nabulol nervous, fear of
bulol tsaka nauutal po making mistakes
ako kapag nag sasalita
 119

siguro dala po ng kaba

tsaka takot mag kamali
po.
JHS 4 Ano Ma’am —mababa Low score, public Performance
po yung nakuha kong speaking apprehension and
score nung public fear of negative
speaking po namin. evaluation

May one time Ma’am Fear of crowd, fear

kasi madaming tao of making
Ma’am e takot po akong mistakes, fear of
mag kamali baka ma- judgement
judge po.

Yes po Ma’am kasi Graded

graded din po yun kaya performance, low
automatic 0 ka Ma’am. grade

Yun wala po akong No recitation, shy,

recitation Ma’am kasi feeling wrong
nahihiya po ako tsaka
feeling ko pa po uhm na
mali ako.
JHS 5 Yung ano Ma’am uhm ‘di Unsaid words and Recitation
ko po ma sabi tsaka ma questions apprehension
share yung gusto ko po
saihin tas kung may
tanong po ako na ‘di ko
maintindihan.

Yes Ma’am may one time Headache,

na sinabi ko masakit po recitation
ulo ko kahit hindi kasi po
uhm may recitation po
kinabukasan.

Yes po Ma’am kasi 0 na Zero recitation,

po ako sa recitation kasi absent due to fear
absent po ako. of reciting

Yun nga po Ma’am sa

takot ko po mababa po Fear of low grades
yung nakuha ko po
grades sa teacher.
 120

JHS 6 Yung nahihirapan po ako Struggling, Not Communication

Ma’am ‘di po masyado learning, Scared of apprehension and
natututo kasi takot din po asking question fear of educator’s
akong mag tanong kahit behavior
‘di ko po talaga
naiintindihan.

Nung grade 7 po ako Fear of teachers,

Ma’am kasi takot po ako strict, shamed
sa teacher kasi strict din
po talaga. Parang
ipapahiya ka po niya
Ma’am minsan.

Oo Ma’am mababa po Low grades, lack

yung grades kasi po of participation,
kulang sa participation fear of making
siguro dala po ng takot na mistake, fear of
mag kamali tsaka kaba sa teacher
teacher.

Yun nga po Ma’am ‘di ko Fear of recitation,

po kayang mag recite sa strict teacher,
takot po sa strict na angry, shamed
teacher kasi galit po siya
Ma’am uhm kapag mag
tatanong ka po tas para
sakin napapahiya na po
ako nun.
JHS 7 Kapag ‘di po nakakapag Can't recite in Recitation
recite sa English pag may english, teacher apprehension and
tinanong po yung teacher. asking fear of educator’s
behavior
Meron Ma’am dati… Fear of speaking,
pero dati pa po kasi takot teacher shouting,
talaga ako mag salita weak
Ma’am lalo po kapag
nasigaw yung teacher
nanlalambot na po ako.

Oo Ma’am uhm graded Graded recitation

po kasi tsaka tinatandaan
daw po ng teacher kung
sino yung pala recite.
JHS 8 Ano po uhm— parang Anxiety, low Recitation
dahil po sa mga anxiety, grades, can't recite, apprehension
 121

bumababa po grades ko fear, mental block,

‘di po ako nakakasagot unable to response
kasi natatakot po ako. Na
bblanko po ako sa
recitation. Bigla po
recitation tas walang sabi
sabi, wala po akong
nasasagot.
Hiding from
Wala naman po, ‘yon teacher and
lang po nagtatago po ako recitation
sa likod para ‘di matawag
ng teacher.
Mental block,
Opo, kasi ano— uhm, having difficulty
‘yon nga po parang to keep up,
nabblanko. Tas insecure
nahihirapan po
makipagsabayan sa mga
marunong mag english
tas ako po yung naddown
ganon.
Graded recitation,
Yung ano ma’am, yung called first, low
nag pagraded recitation grade in recitation
ka po. Yung biglaan po
tapos ako po una nyong
tinawag kaya ‘di ako
nakasagot. Na zero po
ako sa recitation non.
JHS 9 Kasi po kapag nag English language Performance
eenglish ka, tas mental block Anxiety
nanginginig ka
nabblanko utak mo.

Kapag nablanko ka, zero Mental block,

kama sa recitation wala recitation, no
kang grade. grade
Opo, may recitation non
tas nag absent ako kasi Recitation, absent,
may recitation sa takot fear
ko.

Opo maam kasi kapag

nag absent ka kasi ‘di mo Absent due to
kaya mag english— kaya unable to speak in
 122

nag absent ka, para lang english, avoiding

maiwasan mo, edi wala recitation
kana score kasi nga
umabsent ka.

Yung nag speech ma’am.

‘di ko po na enjoy yung
speech ko dahil nga Speech,
kinakabahan ako, and di nervousness,
ko po naayos yung stuttering, shaking,
pagsasalita ko kasi nga unable to speak in
kinakabahan ako. english
Nabubulol ako tas
nanginginig ‘di ko
maexplain ng maayos
sarili ko sa english.

JHS 10 Ano— minsan maam Low grade, fear of English speaking

bumaba na grade ko sa answering in apprehension and
sobrang takot ko na kahit english, not disciplinarian
alam ko yung sagot ‘di participating, issues
ako nagtataas kasi alam required english
ko na required— in language
english dapat yung
sabihin.

Hindi, parang hinarap ko Facing fears

lang po takot ko.

Opo— diba sa ano— Graded recitation,

sinabi rin ni maam mon Not participating
na malaki dagdag ng in class, nervous
recitation sa grade,
minsan ‘di ako nag
rrecite, siguro kung mag
rrecite akk buong quarter
madalang lang talaga kasi
kabado ako.

Nung ano—nung grade 8 Fear of strict

kasi natatakot ako sa teacher, hiding,
english teacher namin, fear of reciting
kaya kapag minsan kapag
nandyan na sya,
nagtatago nalang ako sa
 123

likod para ‘di ako

matawag. Tas kapag
natawag ako wala akong
nasasagot madalas kasi
natatakot ako mag
english.
JHS 11 Dahil nga ano ma’am— Fear of reciting, English language
takot ako, ayon ‘di ako Unable to answer classroom
nakakapag recite. Kapag in recitation, no recitation
tatawagin ako- ‘di ako grade apprehension
nakakasagot edi zero ako
nyan sa recitation, wala
ako grade.

Oo ma’-am. Nag absent Avoiding

ako non kasi kinabukasan recitation, required
may graded recitation english, scared,
daw tas required na mag nervous
english dapat. Natakot
ako.. tas ayon—
kinabahan kaya ‘di na
ako pumasok.

Opo, kasi nga nagawa ko Absent due to fear

mag absent para lang of english
ano— ‘di ako mag recite recitation, no
ng english, edi wala nga grade
akong score edi wala
akong grade.

Nung nagpa ano ka Impromptu, unable

ma’am— ano na kasi to speak, fear of
‘yon? ‘Yon improptu, english language,
tinawag moko non tas unable to recite
wala akong na sabi, edi
lahat na kon wala ako.
Natatakot ako magsalita
ng english kaya ‘di ko na
magawang sumagot sa
tanong.
JHS 12 Kapag ‘di ako nakapag Unable to search Fear-driven
search ma’am okaya no answer, fear of avoidance of
ready, wala akong sagot wrong grammar english classroom
ode walang grade recitation
recitation. Tas ‘di ka pa
nakakasagot kasi takot ka
 124

kasi mali grammar

ganon.

Kaya lagi akong nasa Avoiding teachers,

likod ma’am, tataguan ko absent due to
teacher haha may time pa fear of
non ma’am nag absent performance task
ako kasi improptu daw
ma’am ‘di ko man alam
‘yon.

Oo ma’am, kasi nga takot

ka, ‘di ka sumusubok ng Scared, unable to
ano— edi wala kang recite, no grade
grade.

Nung speech sayo

ma’am, ‘di ko man Speech, unable to
nasabi ng maayos yung deliver the speech
ginawa ko kasi nakatayo well, fear of puplic
ako sa harap kadami speaking, anxious,
nanonood amu. Kababa unable to perform
non ng grade ko matic well, low grade
kasi ‘di ko man naayos
yung ano.
JHS 13 Syempre takot ka mag Fear of speaking Fear of Negative
english ma’am, ‘di ka in english, unable Evaluation in
makakasagot recitation to participate in speaking English
kasi dapat english tas class, fear of language
mapapahiya ka naman judgement
kapag sumagot ka.

Oo, umabsent ako non Didn't attend class,

ma’am kasi graded graded recitation,
recitation daw tas english english language is
lang pwede. required

Opo, kasi iniiwasan mo Avoiding class due

ngq ma’am kasi naano to fear of required
ka- naduduwag ka ganon, english language
takot tas wala ka grade in class, fear of
kasi umabsent ka pa para judgement
‘di ka lang mapahiya.

Nung speech kineme Speech, searched

ma’am tas kaganda nung from ai, unable to
 125

gawa ko sinearch ko ai present well due to

yung iba don ma’am, tas nervousness
‘di ko man nasabi ng
maayos kasi kinakabahan
ako ng batak non.
JHS 14 Kapag kasi kabado ka Nervousness Disciplinarian
ma’am wala ka causes mental behavior
masasagot tas blanko ka block, teacher's
ganon, papatayuin ka na way of
nga wala ka pa grade. disciplining
students
Opo lagi, madalas nasa Avoiding
likod ako ma’am haha tas recitation and
kapag titignan ako ng teacher's gaze
teacher iiwas ako ng
tingin tas ending ako
parin tatawagin.

Opo, kasi nga sa takot Unable to

mo sumagot ‘di kana participate due to
nagtataas tas ‘di ka pa fear, no answer, no
nakakasagot. Kapag grade
walang sagot matic zero
kana e.
Unable to recite,
Ayon nga ma’am, may zero grade, student
tanong non teacher tas ‘di remained standing
ko nasagot tas zero na due to unanswered
nga pinatayo pa hangga’t recitation,
wala akong nasasabi e nervousness
diba ma’am kapag causes mental
kabado kana na mmental block
block ka tapos ano po—
ayon.

Table 6. Influence of English Learning Apprehension in Communicating with

Teachers, Classmates, and Others
Question: 6. How does your apprehension influence your communication with
teachers, classmates, or other people?
Participants Key Point Code Category
ID
JHS 1 Kunwari po si Ma’am K Fear of english Communication
English teacher po siya teacher, required to and recitation
syempre po pag lalapitan speak in english, apprehension and
 126

mo po siya takot ka po fear of being fear of negative

kasi parang kapag nakita remembered by evaluation
ka niya parang required the teacher
po na kausapin mo siya
sa English e takot rin po
ako na matandaan niya at
baka pag initan po niya.

Kahit alam mo naman po Unable to answer

yung sagot natatakot ka due fear of being
pa rin po kasi iniisip ko judged, struggling,
yung mga kaklase ko asking for opinion
ganon tawanan ako sa
maling sagot kaya dun
din po ako nahirapan
kung minsan kahit alam
mo na yung sagot
hihingin mo pa rin yung
opinion ng iba mong
kaklase para lang
malaman mo yung tunay
na sagot.

Medyo bumaba po ng Low self esteem

konti yung confidence ko when interacting
and yung pakikipag
interact ko po sa iba.

Madalas po sa recitation
natatakot po ako na mag Recitation, scared
kamali kaya yun po. of making mistake
JHS 2 Sa ngayon po nag i- Improvement, fear Performance
improve, kasi usually of english Anxiety and fear
mga grade 7,8,9, parang teachers, of negative
ayaw ko po makipag usap communicating evaluation
sa mga teacher parang with teachers,
natatakot po ako sa kanila required to speak
tapos ayaw ko po silang in english, not
maging friend sa participating, fear
facebook tapos ngayon of judgement from
pong grade 10 parang nag foreigners
improve po ako na
kailangang ko pong
makipag communicate sa
kanila kasi noon po
natatakot po talaga ako
 127

specially po sa English
teacher because they
required you po to speak
in english lalo na po nung
grade 7 kailangan
English po talaga yung
sasabihin mo kaya hindi
po ako masyadong
nakikipag participate.
Pero one time po nag
punta po kaming manila
hindi po namin alam
kung saan kami dadaan e
nakakatakot pong mag
tanong especially po
kapag foreigner baka
tawanan po ako pero
kapag fiipino medyo
confidence naman po.

Ah yes po, madalas pong Hesitating to speak

nangyayare na nag in english, fear of
dadalawang isip po making mistakes
akong sumagot at mag
salita sa English kahit po
alam ko naming tama
kasi baka mali po ako ng
grammar tsaka pag
pronounce po at magtaas
ng kamay.
Lack of
Minsan po nakakababa confidence, wrong
ng confidence kasi mali grammar
mali po ang sinasabi na
grammar.
Shy, not
Mahiyain po talaga ako participating in
Ma’am… kaya hindi po activities
ako sumasali sa ibang
activities kahit magaling
po ako sa dance.
JHS 3 Ah Ma’am ‘di ko po Unable to self Fear of Negative
kayang express yung express, Evaluation
sarili ko siguro po na mi- misunderstood
misunderstand po nila
ako palagi.
 128

Ay oo Ma’am palagi po Fear of judgement

kasi baka tawanan ako
Ma’am kapag namali ako
tas sabihan ako ng
mahina tsaka bobo.

Medyo nakakababa po ng Lack of

confidence Ma’am kasi confidence, fear of
iniisip ko mag kamali na judgement
naman… tawanan na
naman nila ako.

Yung ano Ma’am uhm Unable to answer

kahit gusto ko po mag due to fear of
recite tas i-share po yung making mistakes
alam ko ‘di na lang po
ako nag sasalita kasi baka
mali po ako.
JHS 4 Ano Ma’am ‘di po ako Avoidant to Performance
close sa mga teacher teachers, no peers anxiety and fear of
tsaka wala din po akong negative
masyadong kaibigan. evaluation

Oo Ma’am kasi kahit Hesitating to

alam ko po yung answer answer, fear of
nag dadalawang isip po judgement
ako baka ma judge ng
mga kaklase ko.

Oo Ma’am nakakababa Losing confidence,

po ng confidence kasi making lots of
madalas mag kamali. mistakes
Yung kahit tama naman
po yung sagot ko sa
recitation…

Kasi Ma’am may

recitation po kami nun e Fear of recitation,
natakot po akong mag unable to answer
taas ng kamay kaya ‘di
ko po nasabi yung idea
ko po Ma’am.

JHS 5 Ano Ma’am nahihiya po Shy to ask Performance

akong mag tanong sa questions anxiety
 129

teacher pero sa mga

kaklse ko ‘di naman po.

Minsan Ma’am kasi uhm Fear of making

takot tawanan kapag nag mistakes, fear of
kamali. judgement

Oo Ma’am minsan kasi Embarrassed by

… lalo nap ag teachers
napapahiya Ma’am.

Uhm yung dahil po sa Shyness, unable to

hiya Ma’am ‘di ako na recite
kakapag recite sa room.
JHS 6 Sa ano Ma’am… ‘di ko Unable to self Language
ma-express yung gusto express Proficiency barrier
kong sabihin Ma’am. and fear of
negative
Oo Ma’am kasi ‘di ko po Unable to speak in evaluation
alam sabihin sa English english, wrong
tas wrong grammar pa po grammar,
e nakakahiya. embarrassed

Oo Ma’am kapag po kasi Embarrassed, lack

napapahiya ako Ma’am of confidence
bumaba po self
confidence kaya kahit
gusto po po gawin ‘to …
yung mga gusto ko
Ma’am.

Yung gusto ko din sumali Lack of

ng mga speech choir confidence,
Ma’am kaso ‘di naman stuttering,
po ako magaling tas struggling
nauutal pa po ako pronunciation
madalas… nahihirapan
po ako sa pronunciation
Ma’am.
JHS 7 Uhm takot ako na Fear of Communication
makipag usap Ma’am communicating, Apprehension
kasi yung iba magaling insecurity, sense of
mag English Ma’am belonging
parang feel ko po ‘di po
ako belong.
 130

Opo Ma’am kasi kahit Unable to recite

alam ko sagot uhm ‘di ko due to lack of
kaya sabihin sa English english
Ma’am palagi akong nag proficiency, unable
kakamali ‘di ako to construct words
makapag construct ng
sasabihin Ma’am.
JHS 8 Parang ano po— Having difficulty Performance
nahihirapan ka po explaining in Anxiety
iexplain yung sasabihin english
ko kapag english po.
Parang mas ano ko po
kasi kapag tagalog po
yung salita.

Opo- kasi parang— Hesitating, fear of

kapag ano— parang sa judgement
isip ko tama yung sagot
pero kapag sinabi ko
mali. Naglalaban po yung
tama at mali. Tapos
kapag kasi kapag
nagkamali ka, parang
yung mga kaklase mo
pagtatawanan ka.

Opo, ma’am. Takot po Fear of judgement

ma judge ganon, kapag
magsasalita ka tas mali
baka pagtawanan ka lang.

Nung nag argumentative Argumentative

speech nga po ma’am. speech, mental
Tinawag nyo po ako blocked, unable to
pinakauna tas na blanko explain well
po ako kaya ‘di ko po
nasabi gusto kong sabihin
kasi nabigla na ako.
JHS 9 Parang nahihiya ka Embarrassed, Communication
makipag usap sa ibang unable to apprehension and
tao dahil hindi ka communicate, not Language
marunong mag english, fluent in english proficiency barrier
or hindi mo napakita ng language
maayos yung
performance mo kaya
 131

nahihiya ka sa kaklase
mo o sa teacher.
Unable to answer
Opo ma’am, yung alam using english
ko sagot pero hindi ko language, fear of
alam sabihin sa english judgement
kaya nanahimik nalang
ako ma’am. Natatakot
ako baka mali grammar
ko tas tatawanan o
ijjudge ako.
Lack of self
Parang- ano ma’am, confidence, unable
parang kinakahiya mo to communicate,
nalang sarili mo kasi self doubt
kinakausap ka ng mas
mataas sayo. Yung mga
marunong mag english,
nakakahiya tas ‘di ko
kaya makisabay.
Speech, unable to
Yung nag speech non self express,
ma’am, imbes na gusto nervous, not fluent
ko sabihin lahat, in english
kinakabahan ako kasi ‘di language, unsure
ako marunong mag
english kaya wala akong
nasabi masyado. Meron
man, hindi pa sure kung
tama ganon.
JHS 10 Kapag sa mga kaibigan Encouraged by Peer Motivation
ko na ‘di nanjjudge tapos friends, fear of and Language
ini-encourage ako, hindi strict teachers, not Proficiency
naman ako kinakabahan fluent in english Barrier
o natatakot. Sa teacher language
naman, nagtatago nga
ako kapag nakakatakot
yung teacher tas ‘di ko pa
kaya mag english ng
deretso.

Opo ma’am. Maraming Unable to express

beses, yun nga ‘di ko thought using
alam— yung paano ko english language
sasabihin in english ng
maayos. ‘Di ko alam
 132

paano sasabihin o
ieexpress sarili ko.

Kung sa kaibigan ko na Encouraged by

‘di ako pinagtatawanan friends, fear of
tas tinutulungan pa ako judgement, lack of
okay lang. Pero sa iba na self confidence
tinatawanan ako,
bumababa self
confidence ko syempre.

Oo minsan pag ako— Biased, graded

kasi yung ano- eto lagi ko recitation, unable
lang din naeexperience to express thought
nung grade 8. parang in english
importante sakanila mga
magagaling lang. May
time na graded recitation,
gusto ko man dagdagan
kaso nahihirapan ako
pero hindi ko nagawa
kasi tumawag na agad ng
magaling samin non.
JHS 11 Kapag mag Recitation, fear of Performance
paparecitation teacher, speaking in anxiety and
takot na ako magsalita english due to lack language
kasi english lang dapat of proficiency, fear proficiency
isagot edi ‘di ako of communicating
nakakapag recite. Tas sa
classmate ko na magaling
mag english, kahirap
nyang pakisamahan
ganon

Opo, kasi nga ‘di ako Overwhelmed by

marunong mag english fear of speaking in
kaya pinangunahan na’ko english
ng takot ay. Edi may
gusto nyan akong
sabihin, nanahimik
nalang ako kesa
mapahiya pa kasi mali
english ko.

Opo, ‘di ako makapag Unable to

participate sa klase. participate in class,
 133

Kapag nag eenglish na fear of judgement,

yung iba, nananhimik lack of self
na’ko baka kasi husgahan confidence
ako tas maddown na ako
non.

Nung improptu nga Impromptu, unable

ma’qm, may gusto man to speak properly
akong sabihin tungkol— in english
sa ano, sa topic, ayon ‘di
ko nasabi kasi english
kailangan e.
JHS 12 Oo ma’am, tas sasabihin Fear of speaking i Performance
kailangan english sagot, english, Anxiety and
ay hindi ko kaya ma’am. embarrassed to Language
Tas mag eenglish-an pa communicate Proficiency
mga kaklase ko kahiya Barrier
sumabat.

Oo ma’am, ‘di ko naman Unable to express

kasi alam kung pano ko thought in english,
ittranslate ng english. wrong grammar
Tama ka nga mali naman
grammar mo ode mali
den.

Opo, ‘di nga ako Lack of english

marunong english tas proficiency,
kinakabahan pa ako edi nervous, lack of
confident- confidence ko confidence
mababa ‘di ko naaano—
yung nagagawa magsalita

Nung speech nga ma’am, Speech, unable to

alam ko naman topic express thought in
kaso nga paano ko english language,
sasabihin english ‘yon? difficult, fear of
Kahirap tas nakakatakot making mistakes
magkamali.

JHS 13 Takot nga sumagot Fear of english Performance

english kapag required language and anxiety and
ganon. Tas minsan recitation, language
eenglish mga kaklase ko intimidated by proficiency barrier
 134

‘di naman ako students who

makakasabay kahiya speak english
makisabat. language

Opo, kahit alam ko sagot Unable to answer

‘di ko naman alam due to lack of
ienglish, bawal naman english language
mag tagalog kasi english proficiency, chose
only daw. Manahimik to stay silent
nalang talaga maam.

Opo, natatakot ako Fear of judgement

mapahiya tas
pagtatawanan ganon.

Ano ma’am.. yung gusto Intimidated with

ko makisali don sa topic students who
ganon, kasi maganda nga speak english
pero english-an kaya ‘di language
ako nakasali.
JHS 14 Hindi nga kaya straight unable to answer Performance
english ma’am, pa’no ako due to lack of anxiety and
sasagot kay ma’am sa english language
english tas required pa na proficiency, proficiency barrier
buo english bawal
taglish.

Opo kasi ‘di ko alam informal language

ienglish, kung taglish Informal language,
pwede pa siguro kaso hesitating, fear of
dapat lahat english e. making mistakes
Baka tama sagot ko sa
utak ko tas kapag sinabi
ko na english mali na
ma’am hahaha Unable to
participate due to
opo, kapag group lack of english
activities tas kailangan proficiency,
mo umambag wala ka ashamed
man maambag kasi ‘di
mo kaya, nakakahiya
yon. Speech, fear of
judgement, fear of
Sa speech ma’am, takot making mistake
akong pagtawanan okaya
mamali kaya ‘di ko na
 135

naayos sinabi ko tas mali

mali na ata non.

Table 7. Desired Support, Changes, and Learning Environment to Lessen English

Learning Apprehension and Improve Experience
Question: 7. What support, changes, or learning environment would help lessen
your apprehension and improve your English learning experience?
Participants Key Point Code Category
ID
JHS 1 Siguro po yung Time allotment for Studying
ano….mag laan po ng studying, ask help techniques and
oras para mag aral ng to friends and Teacher-Student
english ng sa ganon po teachers, guide of interaction
matuto ka. Sa teacher po peers through
at sa mga friends mag studying
paturo ka, maging guide
po sila para matuto pa po.

Kapag makikita mo na Face expression of

masungit dun pa lang po teachers, scared of
sa facial epression reciting, teacher's
matatakot kana pano pa treatment to
po kung pinag recite ka students
niya pag initan ka dahil
wala kang nasagot

Yun din po mag basa… Read, time

intindihin, kumbaga mag allotment for
lalaan ka nga ng oras studying, expand
siguro mga one hour mag knowledge in
basa ka sabado lingo english, technique
ganyan kapag walang in recitation
kang ginawa so dun
mapapalwak po yung
kaalaman mo sa english
tapos kumalma muna
bago sumagot sa mga
recitation sa English
JHS 2 Yung i-encourage po ako Encourage Peer support and
kasi mas nag kakaroon po students to gain performance
ako ng confidence kapag more confidence improvement
sinasabi po na kaya mo
‘yan wag kang mahiya
especially po this grade
10 mas nag improve po
 136

ng konti yung speaking

abilities ko po.
Improve fear of
Sa tingin ko dapat interacting, fear of
tanggalin ko po yung interacting
takot ko sa mga tao kase
takot po talaga ako kasi
sa bahay po hindi rin ako
pala labas kahit ayain po
ako lumbas at may pera
naman ako mahiyain po
talaga ako.
Improvement
Ano po… yung mga encouraged by
friends ko po peers
tinutulungan po nila ako
sometimes nag papa
translate po ako ng
English na hindi ko na po
maintindihan kaya dahil
po sa kanila uhm na le-
lessen po yung
apprehension ko.
JHS 3 Sa tingin ko Ma’am yung Fear of strict Teacher's support
pag ano po ng teacher teachers and class
kasi nakakatakot sila participation
Ma’am.

Yung i-encourage ka po Encouragement of

Ma’am na ‘wag matakot teacher,
mag kamali tsaka maging encouraging
fair Ma’am uhm kasi students to try
minsan mas gusto nila sa without minding
matatalino. mistakes, biased

Siguro mag basa ng mga Read english

English na book tas books, participate
ano… uhm mag more in class
participate sa room tas
yun more practice po.
JHS 4 Ma’am yung ‘di Lessen teacher's Teacher Approach
masyadong strict sap ag strictness, students and Language
tuturo kasi mas matatakot are more afraid Practice
po kami kesa matuto than learning
Ma’am.
 137

Yun Ma’am ‘di Lessen strictness,

masyadong strict tas ‘di good treatment to
ka ipapahiya kapag nag students
kamali ka.

Uhm yung ano Ma’am

more practice mag basa More practice,
ng mga English tsaka read more english
‘wag matakot Ma’am. content, lessen fear
JHS 5 Yung ‘di ka matatakot Unafraid to make Classroom
mag kamali tsaka mistakes to learn inequality and
matututo ka Ma’am. English language
learning
Uhm yung sa favoritism Favoritism, longer
Ma’am tsaka sana habaan patience for
yung pasensya uhm teachers
minsan po kasi nagagalit
sila kahit mag tatanong
lang.

Mag aral Ma’am, mag Study, read more

basa ng English tas mag english content,
focus tas mag recite na sa participate in class
room. or recitation
JHS 6 Uhm yung ‘di ka po i- No judgement Student
jjudge kapag nag kamali when making encouragement
ka tas i-encourage po mistakes, and english
yung mga students ng encourage students language practice
maayos po.

Yung maging Be approachable

approachable po tas and friendly for
friendly para ‘di po communication
nakakatakot lapitan tas
kausapin.

Para sakin po mag laan Time allotment for

ng time na mag aral po ng english learning,
English para masanay na try speaking in
din po tas mag try na mag english little by
speak ng English kahit little
konti.
JHS 7 Kapag mabait po yung Approachable Teacher Approach
teacher tas friendly kasi teacher for and English
‘di kana po takot na comfortable language practice
lumapit tas mag tanong
 138

uhm tsaka mag patulong learning

po. experience

Para sakin po habaan

yung pasensiya sa pag Longer patience
tuturo tas yung ‘di na for teacher when
ninigaw Ma’am tas teaching, no
mabait Ma’am. yelling, kind
teachers
Mag aral Ma’am tas mag Study, read more
basa basa din ng English english content,
kapag walang ginagawa practice speaking
tas more practice para in english
masanay na lang din po.
JHS 8 Parang support po ng Teacher's support, Teacher and peer's
teacher ganon. Yung use library for support and
library po para magbasa reading, no english language
tas ‘di po sana nanjjudge judgement when practice
mga tao kapag speaking in english
magsasalita ka english.
Longer patience
Sana po ‘di na sila and temper for
magtataray kapag teachers,
nagtatanong ka. Yung correcting students
iccorrect ka pero in a in a good and calm
good way. Tas okay lang way
po magkamali, yung
hindi ka papagalitan.
Kinakabahan kana nga tas
papagalitan ka pa, sana
po mas soft na sila.
Search online,
Search-search po sa study at home, no
google kapag nasa bahay judgement from
tas aaralin po ganon. Tas peers when
hindi po sana nan jjudge making mistakes
mga kaklase kapag
nagkamali para hindi na
ako matakot lalo.
JHS 9 Tutukan ng teacher Give more Teacher Approach
ma’am— yung mabait attention to those and teacher-peer
sana sila kapag in need of support
kinakausap. Tas ‘di sana learning, no
nanjjudge mga tao sa judgement from
paligid kapag nagkamali peers
ako.
 139

Yung ano ma’am— yung Sharp gazes of

tingin nila kapag teachers when
nagtatanong, nanginginig asking questions,
nq qko non. Dapat po shaking, the need
maging mabait sila para of teachers to be
‘di na ako kabahan. more kind, ask and
Parang yung ginagawa ko never force or
Ma’am K, yung pressure students
itatanong nya muna kung to answer
gusto mo magbasa. Tas
‘di ka mahihiya magsabi
kasi tinatanong ka, ‘di
namimigla si ma’am.

Magbasa lagi, Read often, ask for

magpatulong sa mga mas help, no judgement
matanda tsaka sa mga to avoid
marunong mag english. nervousness in
Sana ‘di na sila manjudge recitation
para ‘di na ako kabahan
sa school kapag
recitation.
JHS 10 Siguro ‘di lang para Encourage Student
sakin-para sa lahat na po, students to recite encouragement
i encourage nila mga more, no and Online english
student na mag recite pa favoritism, biased learning
nang mag recite. Kasi treatment, no
kapag natutuo— ay kapag comparison of
tinatry nila mas lalo sila students
natututo. Tsaka rin ‘wag
sila favoritism, na “oh ay
si ganyan ‘wag mo na
tatawagin si ganto daoat
etong si ano nalang kasi
mas matalino ‘to.” Yung
hindi rin sana kami
cinocompare ng mga
teacher sa iba yung, “buti
pa si ganto magaling mag
english tas ikaw hindi”.

Yung ano— i guide ka Guide students

nila kapag mali ka “ay accordingly
hindi mali ka ganto without being
tututuruan kita”, hindi
 140

yung papagalitan ka pa o mean or

iccompare sa iba. compairing

Mag aaral, mag ssearch

sa google para Study, search more
mapalawak english ko. english content
Kapag may nagkamali sa online, no
grammar or english, sana judgement when
wag na nila tawanan. making mistakes
Feeling ko kasi kapag in grammar or
tinawanan ako, feeling ko english
bobo nako kasi kapag
nagkamali ako konti,
pagtatawanan ka na nila,
ipapahiya kana nila.

JHS 11 Hindi sana nagtatatay Approachable Teacher-peer

mga teacher kapag demeanor when approach and AI
nagtuturo ng english lalo teaching, no learning support
na nakakatakot pamo judgement from
magsalita ng ganon. Sana peers when
rin ‘di na judgemental making a mistake
nga tao para okay lang
kahit mag kamali ‘di ka
tatawanan nila.

Dapat mahinhin sila mag Calm way of

tanong para ‘di na asking, no forcing,
madagdagan kaba no pressure, no
okaya— ano, yung judgement from
mahinahon sa natatanong teachers and peers
tas ‘di naminilit kapag ‘di
na kaya, ‘di rin huhusga
kapag mali ako.

Aral gamit chat gpt, mag Study using chat

search tungkol sa gpt about
grammar ganon, sa grammar,
pagbigkas para ‘di na ako pronunciation to
mabulol tas sana ‘di na improve stuttering,
judgemental mga tao no judgement from
yung ‘di feeling god— peers
yung ‘di na ako
yayabangan para
 141

makapag salita nako na

‘di na nauutal.
JHS 12 Yung ano sana ma’am— No judgement Teacher-peer
‘di ako ijjudge ng mga from peers, calm approach
kaklase ko tas ‘di demeanor of
magsusungit mga teacher. teachers

Yung ‘wag nga silang Teachers to be

mataras ma’am—mataray more calm and
ganon. Kasi ano ma’am.. approachable,
mas kinakabahan akk tas nervous and
nanginginig ka tas shaking including
nablanko kana non edi mental block when
napahiya ka lalo. a teacher has a
mean demeanor
Sa klase ma’am wag sila No judgement,
tatawa kapag mali mali study at home
grammar ko sana. Tas about grammar
aaral ako sa bahay
tututukan ko mga
grammar ganon.

JHS 13 Hindi sana mataray mga Asking for a Teacher Approach

teacher sa english, tas supportive, calm and classroom
yung ‘di ka ijjudge kapag and fair teacher, climate
nagkamali ka. Minsan comparing and
kasi iccompare ka pa shaming
ganon, ipapahiya sa ano.

Yung mabait sana sila Kind teacher, no

maam, yung ‘di ka forcing, not letting
pipilitin tas ‘di ka students suffer if
hahayaang nakatayo kasi they weren't able
‘di mo naano— nasagot to recite
yung tanong nya.

‘Wag tatawa o ano— wag Judgement free

pagtawanan ng kaklase environment to
kapag nagkamali gain more
grammar o kaya ‘di alam confidence
salita para ‘di na bumaba
confidence ko.
JHS 14 Sa room, ‘wag na sana Hoping for a Positive school
silang tatawa kapag friendly and climate and
namali ako, ‘wag nila ako judgement free Teacher Approach
environment
 142

ijjudge kasi ‘di naman

ako marunong talaga.

Kapag kasi ano ma’am—

ay dapat ‘di sila Asking teachers to
naninigaw o namamahiya be more calm and
ganon. Pag po kasi mali avoid shouting,
ka tas papagalitan ka pa, correct students in
itama nalang sana kesa the right way
ano po.. i ano.. pagalita .

Yon nga po, wag na sana

akong pagtawanan o wag Asking for a
na manjudge mga cm ko, supportive and
tas mag babasa basa nako judgement free
sa bahay para maayos ko environment in
na. Tas practice lang nang school, read more
practice. at home, practice
more
 143

Appendix D

TOOL IN VALIDATING QUESTIONNAIRE

Republic of the Philippines

Commission on Higher Education
Region III- Central Luzon
OSIAS COLLEGES, INC.
F. Tañedo St., San Nicolas, Tarlac

DATE: November 26, 2025

___________________
___________________
___________________

Greetings of peace and love!

We are currently working on our thesis entitled “TITLE”: “UNVEILINGS LEARNERS

APPREHENSION AND ADAPTIVE STRATEGIES IN LEARNING ENGLISH AS A
SECOND LANGUAGE” in partial fulfilment of the requirements for the Bachelor of Secondary
Education Major in ENGLISH at Osias Colleges Inc., Tarlac City.

With your expertise, We are humbly asking your permission to validate the attached self-made
questionnaire, for the study using the attached rating tool.

We are looking forward that our request would merit your positive response.

Thank you and God bless!

Respectfully yours,

Shane Rose M. San Angel

Irish Gay N. Villaro

Researchers

Noted:

REIN MARK F. CASTRO, MAEd

 144

Adviser

“Unveiling Learners’ Apprehension and Adaptive Strategies in Learning English as

a Second Language”

Direction: This tool asks your evaluation of the questionnaire to be used in gathering for
the investigation stated above, to establish its validity. You are requested to give your
honest assessment using the criteria stated below; please check only one from the selection.

Scale Interpretation Description

5 Very highly valid The questionnaire is valid and can provide unbiased
data for the investigation, allowing 0-5% error

4 Highy valid The questionnaire is valid and can provide unbiased

data for the investigation, allowing 6-10% error

3 Valid The questionnaire is valid and can provide unbiased

data for the investigation, allowing 11-15% error

2 Less valid The questionnaire is valid and can provide unbiased

data for the investigation, allowing 16-20% error

1 Not valid at all The questionnaire is valid and can provide unbiased
data for the investigation, allowing 21-25% error

Validator’s Questionnaire Assessments

Indicators 5 4 3 2 1

The indicators in the questionnaire consistently

and accurately measure each variables of the
investigation.
The questionnaire fits with the variables under
investigation, thus measuring what it tends to
measure.
The questionnaire has the capability to measure
items of variables within a given time frame.
 145

The questionnaire has the ability to distinguish

the characteristics or the properties of differing
attributes of the subjects under study.

The questionnaire has the ability to gather

factual data, eliminating biases and subjectivity

Quick and complete data can be generated by the

questionnaire within the time frame allowed to
obtain the data
The questionnaire has no influence on the
variables being measured
The questionnaire is framed in a clear, simple, in
order to avoid risk of error.
The questionnaire is capable of generating data
that will be of value and practical use to the
sectors concerned in the investigation.

Comments/Suggestions
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________

ALEX S. GARCIA
Signature over printed name of Validator
 146

“Unveiling Learners’ Apprehension and Adaptive Strategies in Learning English as

a Second Language”

Direction: This tool asks your evaluation of the questionnaire to be used in gathering for
the investigation stated above, to establish its validity. You are requested to give your
honest assessment using the criteria stated below; please check only one from the selection.

Scale Interpretation Description

5 Very highly valid The questionnaire is valid and can provide unbiased
data for the investigation, allowing 0-5% error

4 Highy valid The questionnaire is valid and can provide unbiased

data for the investigation, allowing 6-10% error

3 Valid The questionnaire is valid and can provide unbiased

data for the investigation, allowing 11-15% error

2 Less valid The questionnaire is valid and can provide unbiased

data for the investigation, allowing 16-20% error

1 Not valid at all The questionnaire is valid and can provide unbiased
data for the investigation, allowing 21-25% error

Validator’s Questionnaire Assessments

Indicators 5 4 3 2 1

The indicators in the questionnaire consistently

and accurately measure each variables of the
investigation.
The questionnaire fits with the variables under
investigation, thus measuring what it tends to
measure.
The questionnaire has the capability to measure
items of variables within a given time frame.

The questionnaire has the ability to distinguish

the characteristics or the properties of differing
attributes of the subjects under study.
 147

The questionnaire has the ability to gather

factual data, eliminating biases and subjectivity

Quick and complete data can be generated by the

questionnaire within the time frame allowed to
obtain the data
The questionnaire has no influence on the
variables being measured
The questionnaire is framed in a clear, simple, in
order to avoid risk of error.
The questionnaire is capable of generating data
that will be of value and practical use to the
sectors concerned in the investigation.

Comments/Suggestions

A. OBJECTIVE 1:

To explore learners’ experiences of apprehension in learning English as a second

language.

1. How do you feel when you are required to use English during class activities or
discussions?

Follow-up probes:

⚫ Can you describe specific situations when you felt nervous or uncomfortable?
⚫ What do you think triggers those feelings?
⚫ Does this happen all the time or only in certain tasks?

2. What aspects of learning English (speaking, writing, grammar, pronunciation,

etc.) cause you the most apprehension or anxiety?

Follow-up probes:

⚫ Why do you think this particular aspect is challenging for you?

⚫ When did you first notice that this area makes you anxious?
⚫ Has this difficulty changed or worsened over time?

B. OBJECTIVE 2:
 148

To discover the adaptive strategies learners use to cope with English language learning
challenges.

3. What strategies do you usually use when you feel nervous or challenged while
learning English?

Follow-up probes:

⚫ Did you learn these strategies from someone or did you figure them out yourself?
⚫ Which of these strategies helps you the most in reducing your anxiety?
⚫ Can you give an example of when you used this strategy successfully?

4. How do you use resources such as teachers, friends, technology, or online tools to
cope with challenges in learning English?

Follow-up probes:

⚫ Which specific tools or people do you find most helpful? Why?

⚫ How often do you use these supports?
⚫ Can you share a time when using these resources improved your English learning
experience?

C. OBJECTIVE 3:

To reveal the impact of language apprehension on learners’ academic preference and

communication skills.

5. In what ways does your apprehension in learning English affect your

performance in English subjects or other academic tasks?

Follow-up probes:

⚫ Have you avoided certain activities or tasks because of fear of using English?
⚫ Do you feel your grades or participation are affected? How?
⚫ Can you describe a specific incident where apprehension impacted your academic
performance?

6. How does your apprehension influence your communication with teachers,

classmates, or other people?

Follow-up probes:

⚫ Do you hesitate to speak in English even when you know the answer? Why?
⚫ Has this affected your confidence in social or academic interactions?
⚫ Can you recall a situation when apprehension limited your ability to express
yourself?
 149

D. Closing Question (Optional but Recommended)

7. What support, changes, or learning environment would help lessen your

apprehension and improve your English learning experience?

Follow-up probes:

⚫ What can teachers do to help you feel more comfortable?

⚫ What improvements can be made at home, in class, or in your study habits?

NIKKO L. PACANAS, PhD

Signature over printed name of Validator
 150

“Unveiling Learners’ Apprehension and Adaptive Strategies in Learning English as

a Second Language”

Direction: This tool asks your evaluation of the questionnaire to be used in gathering for
the investigation stated above, to establish its validity. You are requested to give your
honest assessment using the criteria stated below; please check only one from the selection.

Scale Interpretation Description

5 Very highly valid The questionnaire is valid and can provide unbiased
data for the investigation, allowing 0-5% error

4 Highy valid The questionnaire is valid and can provide unbiased

data for the investigation, allowing 6-10% error

3 Valid The questionnaire is valid and can provide unbiased

data for the investigation, allowing 11-15% error

2 Less valid The questionnaire is valid and can provide unbiased

data for the investigation, allowing 16-20% error

1 Not valid at all The questionnaire is valid and can provide unbiased
data for the investigation, allowing 21-25% error

Validator’s Questionnaire Assessments

Indicators 5 4 3 2 1

The indicators in the questionnaire consistently

and accurately measure each variables of the
investigation.
The questionnaire fits with the variables under
investigation, thus measuring what it tends to
measure.
The questionnaire has the capability to measure
items of variables within a given time frame.

The questionnaire has the ability to distinguish

the characteristics or the properties of differing
attributes of the subjects under study.
 151

The questionnaire has the ability to gather

factual data, eliminating biases and subjectivity

Quick and complete data can be generated by the

questionnaire within the time frame allowed to
obtain the data
The questionnaire has no influence on the
variables being measured
The questionnaire is framed in a clear, simple, in
order to avoid risk of error.
The questionnaire is capable of generating data
that will be of value and practical use to the
sectors concerned in the investigation.

Comments/Suggestions

Your original interview guide is generally okay. But it needs minor revision to ensure
alignment with the objectives and to avoid overlap between questions.

Semi-Structured Interview Guide

1. To explore learners' experience of apprehension in learning English as a second

language

1.1. What specific situations trigger your English language apprehension, fear or

anxiety?

1.2. How would you describe your feelings and experiences when learning English

as a second language?

1.3. Have you experienced physical, emotional or behavioral reactions when

required to speak or perform using English?

2. To discover the adaptive strategies learners use to cope with the English Language

learning challenges

2.1. What specific challenges do you face when learning English?

 152

2.2. How do these challenges affect your motivation and confidence?

2.3. What methods or strategies do you use to manage or overcome difficulties in

learning English? Can you share an example of when a particular strategy helped you?

3. To reveal the impact of language apprehension on learners' academic preference

and communication skills

3.1. In what ways has language apprehension affected your ability to communicate

in English with teachers, classmates, or others outside the

classroom?

3.2. How does feeling apprehensive about learning English influence your choices

in academic subjects or participation in class activities?

4. To propose a model that incorporates adaptive strategies to lessen apprehension in

learning English as a second language.

4.1. Based on your experience, what do you think school or teacher can do to help

reduce English language apprehension?

4.2. What practices or strategies worked best for you that you believe should be

included in a support model for other learner.

 153

Republic of the Philippines

Commission on Higher Education
Region III- Central Luzon
OSIAS COLLEGES, INC.
F. Tañedo St., San Nicolas, Tarlac City

DATE: January 07, 2026

___________________
___________________
___________________

Madam:

Greetings of peace and love!

We are currently working on our thesis entitled “UNVEILINGS LEARNERS APPREHENSION

AND ADAPTIVE STRATEGIES IN LEARNING ENGLISH AS A SECOND LANGUAGE”
in partial fulfilment of the requirements for the degree of Bachelor of Secondary Education at Osias
Colleges Inc., Tarlac City.

With your expertise in psychometrics and qualitative research, we are humbly asking your
permission to validate our thematic analysis table and proposed model.

Your professional insights and evaluation will be of great help in ensuring the validity, and
quality of our research instrument.

Thank you very much for your time and kind consideration.

Respectfully yours,

Shane Rose M. San Angel

Irish Gay N. Villaro

Researcher
154
155
156
 157

CURRICULUM VITAE

SHANE ROSE M. SAN ANGEL

Sitio, Buno, Matatalaib, Tarlac City
E-mail address: shanerosesanangel@[Link]
Mobile: 0969 540 6837

PERSONAL INFORMATION

Age : 20 years old

Birthday : February 09, 2005
Citizenship : Filipino
Sex : Female
Religion : Roman Catholic

EDUCATIONAL BACKGROUND

❖ Elementary:
San Vicente Central School in Pampanga
2011 – 2016

❖ Junior High School:

Matatalaib High School
2017
Tarlac Christian College
2019

❖ Senior High School:

AB Advanced Colleges Inc.
2020 - 2022
❖ College:
Osias Colleges, Inc. (currently 3rd Year)
Bachelor of Secondary Education Major in English
2023 - 2025
 158

CURRICULUM VITAE

IRISH GAY N. VILLARO

Porok 3, Municipal Road
Brgy. Estipona, Pura, Tarlac
E-mail address: irishgayvillaro@[Link]
Mobile: 09213872343

PERSONAL INFORMATION

Age : 20 years old

Birthday : December 26, 2004
Citizenship : Filipino
Sex : Female
Religion : Roman Catholic

EDUCATIONAL BACKGROUND

❖ Elementary:
Estipona Elementary School
2011 – 2017

❖ Junior High School:

Estipona National High School
2017 – 2021

❖ Senior High School:

Estipona National High School
2021 – 2023

❖ College:
Osias Colleges, Inc. (currently 3rd Year)
Bachelor of Secondary Education Major in English
2023 - 2025