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MARILOU C. BAROZO
JYROSE ARMIE D. DULATRE
LOLITA G. QUERO
JOCELYN G. SORIA
INTRODUCTION
Situational Analysis
Anxiety has been the research focus of many linguists and psychologists in
recent years. It has been viewed as one of the most important affective factors that influence
second language acquisition. Anxiety has been found to be correlated with English-
(Horwitz, 1986; Macintyre & Gardner (1994) arrived at a conclusion that anxiety and
achievement are negatively correlated. High school students who have a comparatively low
level of English proficiency express their fears and a feeling of uneasiness against learning
English as a foreign language. The feeling of anxiety can aggravate many problems in the
Anxiety ultimately affects their grades as compared to their more relaxed peers.
Classroom Anxiety (FLCA). Horwitz, et al. (1991) views FLCA as a distinct complex of
arising from the uniqueness of the language learning process (p. 31). On one hand,
MacIntyre and Gardner (1991a) and Horwitz, Horwitz and Cope (1986) consider FLCA to
be a situational anxiety which learners experience in the distinct situation of a foreign
language classroom.
In this study, the researchers will determine the influence of the second language
Krashens
Affective
Filter
Hypothesis
Language
Acquisition
Horwitz
Foreign
Suggestopedia
Language
Anxiety
Fig.1. Paradigm of the Study
Numerous factors cause learners anxiety towards second language learning.
Motivation, level of esteem, and social factors may directly or indirectly affect ones
attitude. Thus, as facilitator and partner of the learning process, teachers should be aware
filter may impede language acquisition to take place. This means that variables such as the
level of self-confidence, motivation, stress, and anxiety may either prevent or promote
input from reaching language acquisition. For example, low self-esteem, motivation and
with extremely high anxiety prevent comprehensible input from being recognized by the
mind which could have been useful during the process of acquisition. Other affective
variables such as fear, nervousness, boredom and resistance to change hinder second
language acquisition. Therefore, as the theory states, ESL teachers should avoid instances
where foreign language learners may experience traumatic situations while learning a
foreign language.
While others state external factors to impede the language acquisition, some believe
that individual preferences may also be accountable to such. In the article of Horwitz,
Horwitz and Cope (1986) Foreign Language Anxiety as a distinct complex construct of
arising from the uniqueness of language learning process (p. 128). Accordingly, the
assumption arises based on their teaching experiences with foreign language students in
university classes. Hence, it is suggested that foreign language anxiety should be viewed
learning the second language. Therefore, ESL teachers must consider teaching methods
that help lower learners anxiety. Suggestopedia as a teaching method aims to increase the
confidence and motivation of the second language learners. It eliminates negative affective
factors, and further encourages learners to interact with their peers. Therefore, positive
classroom environment permits students to take risks and allow them to commit mistakes
IV EV DV
Gender
Age Achievement
ESL Anxiety IQ
Time GPA
Teaching methods
Teacher factors
like mood, intra
rater, standard
level, etc.
This study investigated the correlation of ESL Anxiety Level and English
a. What is the mean score of the Grade 7 students in the ESL anxiety
test?
their GPA?
D. Definition of Terms
Achievement refers to the act of accomplishing something that has been done
through effort. Achievement includes the proficiency in all language macro-skills. It is the
point where the set of standard is reached. Achievement encompasses how an individual
can learn and use the target language in spite of the presence of anxiety factors.
Throughout the study, the grades or GPA of Grade 7A and Grade 7B of DMMMSU-SLUC
Laboratory High School in their English class will be assessed in comparison of the anxiety
level.
GPA or grade point average refers to measure a students academic achievement
calculated by dividing the total number of grade points received by the total number of
grade points received by the total number attempted. In this study, it will be used to describe
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speaking components. Language Learning, 49, 417-446.
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and research to classroom implications, 41-54
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308-328.
Chapter 2
METHODOLOGY
Research Design
In order to come up with the correlation of ESL Anxiety Level and English
researchers used the descriptive design wherein data were gathered through a survey
particularly the Foreign Language Classroom Anxiety Scale FLCAS by Elaine Horwitz.
In addition to this, students GPA in English classes were taken and correlated with
language anxiety.
Sources of Data
students of DMMMSU Laboratory High School respondents. This study was conducted
February to April during the school year 2015-2016. Grade 7 is divided into two sections,
both are heterogeneous class. Grade 7 A has 40 students while Grade 7 B has 41 students.
After the random sampling, the researchers got half of the total population of each section
as the respondents.
The researchers utilized FLCAS questionnaire to gather data about the level of
anxiety of the subject involved. The FLCAS is a 35-item Likert-type scale questionnaire
anxiety, asked to rate on the scale of 1 (strongly disagree) to 5 (strongly agree) how anxious
they feel in particular situations. To determine a students anxiety level, add up their
responses to all the questions, remembering to first reverse-score the items that need
reverse-scoring, then divide the total by 35 (the total number of questions ). Students with
averages around three should be considered slightly anxious, while students with averages
below 3 are probably not very anxious. Students who average near 4 and above are
probably fairly anxious. And this was where to find a way to reduce their anxiety.
To validate the results of the FLCAS, the researchers requested to have the
students GPA in their English class. And for further validation of the results, the
researchers set a conference to the English teacher of the Grade 7 A and B students to
confirm if the results gathered were accurate from what she observed inside her class.
Analysis of Data
Before the analysis of data, the researchers considered the confidentiality of the
First, the researchers used frequency count to classify students anxiety level and
to find out the condition of the Grade Seven students of DMMMSU Laboratory High
School in their Language Class. Next, in order to correlate the data, descriptive statistics
was utilized as statistical tools in analyzing the gathered data. Through the use of IBM
Statistical Package for the Social Sciences (SPSS) statistic 20.0, the researchers arrived
with the respective result comprising the mean and the standard deviation for both
variables.
Chapter 3
The Mean Score of the Grade 7 Students in the ESL Anxiety Test
especially in dealing with Language specifically the English Language (Macintyre and
Gardner 1991). The researchers gathered the FLCAS responses of the students and were
tallied afterwards. The result of the ESL anxiety level of the students through the utilization
language class
32 I get nervous when the language teacher asks questions which I haven't 3.3
prepared in advance.
7 I keep thinking that the other students are better than I am 3.2
3 I tremble when I know that Im going to be called on in language class 3.1
8 I start to panic when I have to speak without preparation 3.1
11 In language class, I can get so nervous I forget things I know. 3.1
26 I get nervous and confused when I am speaking in my language class 3.1
mistake I make.
22 I always feel that the other students speak the foreign/second language 3
better than I do
foreign/second language.
30 I am afraid that the other students will laugh at me when I speak the 3
foreign language.
33 I get anxious when I recite to my language class thinking that Ill get 3
says.
language
Table 1 shows that the leading cause of the respondents anxiety is the
consequences of failing the English class. This has a psychological basis wherein failing
in their Language class (3.5) could bring them disappointment, frustration, sadness as well
as shame. Students get upset (3.3) when they do not understand what the teacher is
correcting, they get anxious even if they are well-prepared for language class (3.3), they
feel their heart pounding when called in Language class (3.3), and they get nervous when
the language teacher asks questions (3.3) which they haven't prepared in advance. Other
factor that emerged to be the reason of anxiety are the following they thought other students
are better than they (3.2). They tremble (3.1) when they know that theyre going to be
called on in language class, they start to panic (3.1) when they have to speak without
preparation, they get nervous they forget things they know (3.1), and they worried about
their pronunciation during speaking or recitation (3.1). Likewise, they never feel quite sure
On the other hand, the lowest weighted mean is that they often like not going to
their language class (2.1). They are not comfortable with their seatmates in their language
class so it bothers them when they recite during their language class (2.3). Another is they
probably feel comfortable around native speakers of the foreign language (2.5)
Based on their responses in FLCAS, the researchers categorized the factors that
provoke students language anxiety. The factors include the following: (1) oral works and
communication in English (9, 14, 3, 11, 26, 35, 22, 29, 30, 1, 23, 28,13,17, 31), (2) negative
attitudes towards the English class ( 15, 19, 32, 7, 18, 6, 12, 5, 21, 24, 25, 27, 34, 16), (3)
fear of negative evaluation (8, 4, 33, 2, ), (4) test anxiety (10, 20)
1 84.75
2 84.5
3 85.5
4 87.75
5 92.25
6 85
7 94.5
8 95
9 90.75
10 91.5
11 87.25
12 83
13 88.75
14 90.75
15 84
16 95
17 89.75
18 89
19 90.25
20 88.75
21 81.5
22 90.5
23 81.25
24 89
25 92.25
26 82.25
27 81.5
28 84.5
29 89.75
30 81.75
31 75.5
32 89.75
33 88.5
34 80.5
35 90
36 78.5
37 78
38 87.75
39 93
40 88.25
Table 2 shows that 77.5 percent of the respondents are slightly anxious. On the
hand, 20 percent of the respondents are not very anxious whereas 7.5 percent of the students
are fairly anxious. Of the total respondents, three of them have the anxiety level of 4 which
exceeded the overall mean score but not related with their GPA in English. Actually, their
GPAs are high (94.5, 89.75, and 87.25). Their English teacher had confirmed that these
students have high anxiety but they still excel inside her class. The majority of the
respondents (31) were slightly anxious in certain situations in their language class but this
anxiety does not affect their grade that much in English. Ten out of 29 who were slightly
anxious had a GPA ranging from 85-89, 8 out of 29 had a GPA ranging from 80-84, 3 out
of 29 had a GPA ranging from 75-79 and 8 out of 29 had a GPA ranging from 90 and
above. The obtained results show that the respondents anxiety level do not affect their
performance or English achievement in their final ratings because though they have high
level of anxiety they still managed to have good performance as reflected to their GPA.
criteria in giving their final grade. The components are: Written Works (30%) Quarterly
Assessment or Examination (20%), Performance Task (50%). Based on our interview, their
language teacher said that recitation and other observable activities are embedded under
Performance Task. This shows that despite being anxious in their English classes, they
were able to meet the expectation of their teacher and performed their tasks well.
Koch and Terrell (1991) found that natural approach activities (which paradoxically
are designed to minimize stress), such as role plays and charades arouse a great deal of
anxiety in their students. In addition, MacIntyre and Gardner (1991A) pointed out that
foreign language tests given orally, likely evoke test anxiety as well as communication
apprehension (p. 105) that greatly helped the learners overcome their anxiety.
English Achievement
( N = 40 )
Scovel (1978) suggested that language anxiety facilitates students learning and
also keeps students on alert. On the other hand, Horwitz (1990) found that anxiety is only
helpful for simple learning task but not for more complicated learning such as language
learning. Accordingly, there are some researchers who stressed that a positive mode of
anxiety exists, but most studies revealed a negative relationship between anxiety and
achievement.
ways, both indirectly through worry and self- doubt and directly by reducing participation
Thus, the results show that the students experienced facilitating anxiety in
learning the second language since it turned out that there is no significant relationship
between ESL anxiety and English achievement of the Grade 7 students of DMMMSU
Laboratory High School, wherein although students have fear, they are still manage to
overcome it. A student may experience anxiety, however positive environment and
reinforcement will help the students to surpass the problem. Hence, there exists negligible
negative correlation between ESL anxiety and English achievement. Therefore, the notion
that the higher the anxiety of the students the lesser his performance has no validity in this
However, the school where the research was conducted has high standards when
it comes to accepting enrollees. They regularly conduct entrance examination and they
Specifically Grade 7 are sifted from among all those who took the entrance exams. That
This study may have some implications on English teaching. Primarily, it may
caught teachers attention to the students English learning anxiety and lead them to find
more ways to reduce it. Moreover, the results of this study intends to find out the probable
sources of English language anxiety that can help teachers adjust or modify their instruction
and foster an amenable learning environment to deal with language anxiety. Finally, this
study may contribute to further investigation in English teaching in relation with dealing
Summary
This research paper intends to solve one of the factors that might hinder the growth
This research specifically identified: 1. the mean score of the Grade 7 students in
the ESL anxiety test which is 2.88; 2. the mean achievement of the Grade 7 students in
terms of their GPA which is 87.05; and 3. the relationship between students ESL anxiety
level and their English achievement which is -.149 from the computation of their
correlation.
The researchers utilized a descriptive method to prove whether anxiety could affect
students in learning the language. The study was conducted in DMMMSU- LHS
specifically in Grade 7 A and B. The respondents are subjected to the Foreign Language
anxiety. The mean score gained in the FLCAS was correlated with their GPA.
Both the mean score and GPA of each student are compared to investigate if there is a
interview to their English teacher was conducted to confirm some uncertain results.
Through an in-depth gathering of data, the research confirmed that:
1. Grade 7 students has slight anxiety could still perform during their Language class-
2. Grade 7 students indexed a GPA of 87.05. The findings show that most of them are
3. The ESL anxiety level and their English achievement has no significant relationship
(r= -149). This may refer from the result of the statistical data that there exists
4. Anxiety of students rooted from fear of failing that resulted to nervousness and fear
in ESL classroom
6. Anxiety level does not affect students learning and performance which might also
be rooted to teacher factors like motivation, strategies and methods of teaching that
7. One factor also is that the school where the research was conducted has high
standard of accepting students therefore it is given that students have the ability to
use the English language inside the classroom and that anxiety does not affect their
performance.
Conclusions
Based on the findings of the study, the following conclusions are drawn:
1. Majority of the respondents experienced slight anxiety inside their Language class.
However, the anxiety did not negatively affect much of their achievement because the
Grade Seven are confident and exposed in using the English language and they managed
2. The achievement of the Grade Seven students is evident that they are comfortable in
using the English as a Second Language. The mean GPA is high indicating high
3. Anxiety felt by students does not affect the GPA of the students.
Recommendations
1. Teachers need to utilize strategy and methods in the classroom to reduce students
anxiety;
2. Expose the students more often to activities like performance tasks with the utilization
inside the classroom for them to get used and be familiarized with the English language.
Further research will be needed to support the findings and to validate the same result.
.
APPENDIX A
Directions: For each item, indicate whether you (1) strongly disagree (2) disagree (3)
neither agree nor disagree (4) agree or (5) strongly agree. Encircle the number that
corresponds your answer.
20. The more I study for a language test, the more con fused I
get. 5 4 3 2 1
21. I don't feel pressure to prepare very well for language class.
5 4 3 2 1
22. I always feel that the other students speak the
foreign/second language better than I do. 5 4 3 2 1
27. When I'm on my way to language class, I feel very sure and
relaxed. 5 4 3 2 1
30. I am afraid that the other students will laugh at when I speak
the foreign language. 5 4 3 2 1
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The
Dear Madam,
We, the third year BSE-English students of DMMMSU, are currently enrolled
in Language Research. One of the requirements of the course is to develop a
research material.
To make our research possible, we wish to inform you that our group has
chosen the Grade 7 students which are in the advisory class of Ms. Mary Jane T.
Cabilitazan and Ms. Anja Frances V. Lavega, to be our respondents in our
research Correlation Of ESL Anxiety Level & English Achievement Of Grade 7
Students in DMMMSU Laboratory High School
JOCELYN G. SORIA
LOLITA G. QUERO
MARILOU C. BARROZO
JYROSE ARMIE DULATRE
March 13, 2016
Dear Madam,
We, the third year BSE-English students of DMMMSU, are currently enrolled
in Language Research. One of the requirements of the course is to develop a
research material.
To make our research possible, we wish to inform you that our group has
chosen the Grade 7 students to be our respondents in our research Correlation
Of ESL Anxiety Level & English Achievement Of Grade 7 Students in DMMMSU
Laboratory High School
JOCELYN G. SORIA
LOLITA G. QUERO
MARILOU C. BARROZO
JYROSE ARMIE DULATRE
Principal
March 13, 2016
Dear Madam,
We, the third year BSE-English students of DMMMSU, are currently enrolled
in Language Research. One of the requirements of the course is to develop a
research material.
To make our research possible, we wish to inform you that our group has
chosen the Grade 7 students to be our respondents in our research Correlation
Of ESL Anxiety Level & English Achievement Of Grade 7 Students in DMMMSU
Laboratory High School
JOCELYN G. SORIA
LOLITA G. QUERO
MARILOU C. BARROZO
JYROSE ARMIE DULATRE
6 3 85 slightly anxious
12 3 83 slightly anxious
15 3 84 slightly anxious
16 3 95 slightly anxious
18 3 89 slightly anxious
35 3 90 slightly anxious
37 3 78 slightly anxious
39 3 93 slightly anxious
MARILOU C. BARROZO
EDUCATIONAL BACKGROUND
AWARDS/HONORS RECEIVED
Awarding Organization
Awarding Organization
Awarding Organization
AwardingOrganization
AwardingOrganization
_________________________________
Cellphone# 09151094250
PERSONAL BACKGROUND
Age : 32
Citizenship : Filipino
EDUCATIONAL BACKGROUND
DATE TRAININGS/SEMINARS
SKILLS/TALENTS
Communicative Skills ( Verbal and Non-verbal) in English
Literary Skills (writing poems/short stories)
Leadership Skills
Singing
Information Technology skills
CHARACTER REFERENCES
I therefore conclude that the information given above are all true and
correct to the best of my knowledge and ability. And so therefore, I affixed my signature
herewith.
________________________
LOLITA G. QUERO
JOCELYN G. SORIA
Personal Data
Age : 28
Height : 55
Weight : 55 kg
Citizenship : Filipino
EDUCATIONAL BACKGROUND
Tertiary Level
National
Technical Certificate
Secondary Level
Primary Level
INC.
Special Skills:
Academically, I have an ample knowledge in Microsoft Excel,
Microsoft Power Point, and Internet Application. Apart from that, I also have
some talents that include singing, dancing and playing organ.
Character References:
Position : Manager
Position : Principal
I therefore conclude that the information given above are all true
and correct to the best of my knowledge and ability. And so therefore, I affixed
my signature herewith.
_____________________________