SECOND LANGUAGE ANXIETY AMONG SENIOR HIGH SCHOOL STUDENTS

OF BAROBO NATIONAL HIGH SCHOOL VIS-À-VIS

ORAL COMMUNICATION PERFORMANCE

(S.Y. 2019-2020)

A Research Paper Presented to

Surigao del Sur State University Tandag Campus

Tandag, Surigao del Sur, Philippines

JAYVEE D. DALAGAN

SHIELA S. DANGA

CHERRY MIE A. DESTOR

REA D. MANGATA

MARY ANN S. OLACO

RISCELLE PINZON

C.Y. 2019
 ABSTRACT

This study was conducted to provide relevant information on the second language

anxiety experienced by learners of Grade 12 HUMSS 2 at Barobo National High

School, Barobo, Surigao del Sur, Philippines. Specifically, it tried to determine the

students’ level of language anxiety, the performance of students in Oral

Communication subject, and the significant relationship between Oral Communication

performance vis-à-vis four classifications of second language anxiety, that is –

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

class. The data were obtained from 30 students of Grade 12 HUMSS 2 using a 33-

item questionnaire which contained Park’s (2014) modified version of the Foreign

Language Anxiety Scale (FLCAS). The results showed a neutral level of language

anxiety among the respondents with an overall mean of 3.378788. Furthermore, no

significant relationship between second language anxiety and Oral Communication

performance of the students was found. Since all the aspects that could provoke

anxiety are kept to their adequate level, it could be a good indication of the learning

and teaching environment of the students since neutral level of anxiety is believed to

perform a positive role in keeping the motivation of the learners to maintain their efforts

in language learning.
 INTRODUCTION

The learning of English speaking skill is a preference for a lot of English as a

Second Language (ESL) learners. English learners sometimes evaluate their success

in language learning based on how well they have improved in their spoken language

ability (Leong, L. & Ahmadi, S.M., 2016). The Philippines is among the many countries

which regard English language as a powerful instrument to elevate progress and

improve socio-economic status, bringing its national educational units to incorporate

English as a Medium of Instruction through Executive Order 210 Series of 2003

(Milan,M.C., 2019). However, there are hindering factors that make ESL learning

difficult to process.

Language anxiety is a common situations that most English language learners

have experienced (Tatietal., 2016). Learners usually become anxious when they are

not native speakers of a particular language but are required to learn or use the said

language. Language anxiety, as specifically associated with learning a second

language, can arise from many kinds of sources, and a cause of poor language

learning (Horwitz, 2001 as cited in Milan, M.C., 2019).

Several studies reveals the cause of language anxiety to the ESL learners

(Chin, V., et al. 2016; Alshahran, M. and Alshahran, A., 2015; Ahmed, N., et al., 2017).

Most common revelation indicates that the major concepts that were related to

students’ English language speaking anxiety, including the lack of vocabulary and

grammar skill, fear of negative response, low self-esteem in speaking English, fear to

be critic by teachers, cultural influences (Mukminin, et al., 2015; & Berowa, A.M.C.,

2018), this also include the three interrelated and intersect groups: psychological,

educational, and socio-cultural (Timina, S., 2015).

 Despite the extensive result from different researches, there is still a dearth in

the context of the level of anxieties of the learners of English language in the

Philipinnes, specifically in Mindanao, Surigao del Sur area. Thus, this study was

conducted to provide awareness on the levels of English language anxiety among ESL

learners of Barobo National High School, especially to the Grade 12 students who are

taking Oral Communication subject.

This study can contribute into solving difficulties in learning English as second

language (ESL) as it gives knowledge to how English teachers can develop

appropriate classroom interventions to decrease English speaking anxiety among

students (Zheng, 2008 cited in Milan, 2019).

The learning of English speaking skill is a preference for a lot of English as a

Second Language (ESL) learners. English learners sometimes evaluate their success

in language learning based on how well they have improved in their spoken language

ability (Leong, L. & Ahmadi, S.M., 2016). The Philippines is among the many countries

which regard English language as a powerful instrument to elevate progress and

improve socio-economic status, bringing its national educational units to incorporate

English as a Medium of Instruction through Executive Order 210 Series of 2003

(Milan,M.C., 2019). However, there are hindering factors that make ESL learning

difficult to process.

Language anxiety is a common situations that most English language learners

have experienced (Tatietal., 2016). Learners usually become anxious when they are

not native speakers of a particular language but are required to learn or use the said

language. Language anxiety, as specifically associated with learning a second

language, can arise from many kinds of sources, and a cause of poor language

learning (Horwitz, 2001 as cited in Milan, M.C., 2019).

Several studies reveals the cause of language anxiety to the ESL learners

(Chin, V., et al. 2016; Alshahran, M. and Alshahran, A., 2015; Ahmed, N., et al., 2017).

Most common revelation indicates that the major concepts that were related to

students’ English language speaking anxiety, including the lack of vocabulary and

grammar skill, fear of negative response, low self-esteem in speaking English, fear to

be critic by teachers, cultural influences (Mukminin, et al., 2015; & Berowa, A.M.C.,

2018), this also include the three interrelated and intersect groups: psychological,

educational, and socio-cultural (Timina, S., 2015).

Despite the extensive result from different researches, there is still a dearth in

the context of the level of anxieties of the learners of English language in the

Philipinnes, specifically in Mindanao, Surigao del Sur area. Thus, this study was

conducted to provide awareness on the levels of English language anxiety among ESL

learners of Barobo National High School, especially to the Grade 12 students who are

taking Oral Communication subject.

This study can contribute into solving difficulties in learning English as second

language (ESL) as it gives knowledge to how English teachers can develop

appropriate classroom interventions to decrease English speaking anxiety among

students (Zheng, 2008 cited in Milan, 2019).

The learning of English speaking skill is a preference for a lot of English as a

Second Language (ESL) learners. English learners sometimes evaluate their success

in language learning based on how well they have improved in their spoken language

ability (Leong, L. & Ahmadi, S.M., 2016). The Philippines is among the many countries
which regard English language as a powerful instrument to elevate progress and

improve socio-economic status, bringing its national educational units to incorporate

English as a Medium of Instruction through Executive Order 210 Series of 2003

(Milan,M.C., 2019). However, there are hindering factors that make ESL learning

difficult to process.

Language anxiety is a common situations that most English language learners

have experienced (Tatietal., 2016). Learners usually become anxious when they are

not native speakers of a particular language but are required to learn or use the said

language. Language anxiety, as specifically associated with learning a second

language, can arise from many kinds of sources, and a cause of poor language

learning (Horwitz, 2001 as cited in Milan, M.C., 2019).

Several studies reveals the cause of language anxiety to the ESL learners

(Chin, V., et al. 2016; Alshahran, M. and Alshahran, A., 2015; Ahmed, N., et al., 2017).

Most common revelation indicates that the major concepts that were related to

students’ English language speaking anxiety, including the lack of vocabulary and

grammar skill, fear of negative response, low self-esteem in speaking English, fear to

be critic by teachers, cultural influences (Mukminin, et al., 2015; & Berowa, A.M.C.,

2018), this also include the three interrelated and intersect groups: psychological,

educational, and socio-cultural (Timina, S., 2015).

Despite the extensive result from different researches, there is still a dearth in

the context of the level of anxieties of the learners of English language in the

Philipinnes, specifically in Mindanao, Surigao del Sur area. Thus, this study was

conducted to provide awareness on the levels of English language anxiety among ESL
learners of Barobo National High School, especially to the Grade 12 students who are

taking Oral Communication subject.

This study can contribute into solving difficulties in learning English as second

language (ESL) as it gives knowledge to how English teachers can develop

appropriate classroom interventions to decrease English speaking anxiety among

students (Zheng, 2008 cited in Milan, 2019).

Research Question

This study aimed to determine the second language anxiety of the students from

Barobo National High School. Specifically, it tried to answer the following questions.

1. What is the performance of the Senior High School students in their Oral

Communication subject?

2. What are the level of anxieties do the Senior High School students belong?

3. What are the common anxieties do the students have?

4. Is there a significant difference between the second language anxiety and oral

communication performance of students?

 METHODOLOGY

2.1 Participants

The participants of this study are the 30 students of Grade 12 HUMSS 2 in Barobo

National High School. The participants were chosen since based on the triangulation

of data from the adviser, the section had less performance in their Oral Communication

subject.

2.2 Data Gathering

This research uses the Quantitative Method to investigate the levels of the Second

Language anxiety since it involves the measurement of the data gathered to examine

the levels of Second language anxiety of the respondents and to discover the common

anxiety of students are experiencing during their Oral Communication Subject. The

data being used were the performance of the respondents during the First Semester

of the School Year 2019-2020. The data were collected through a questionnaire that

reflects the thirty-three item Foreign Language Classroom Anxiety Scale (FLCAS)

which uses a five-point Likert Scale adopted from Ark in 2014. The researchers also

used the interview as follow up tools to determine the cause of the respondents’

anxiety.

2.3 Data Analysis

This study made use of a two-part survey questionnaire. First part is to get the personal

information of the respondents such as sex. The second part was on the purpose of

gathering the data on Second Language anxiety using the 33-item Foreign Language

Classroom Anxiety Scale (FLCAS) adapted from Park (2014). The scale is based on
a self-report measures of the respondent’s feeling anxiety as a specific reaction to

English language learning as a second language in the classroom.

Table 2.1

Statement of FLCAS based on different components

Area Number Statement

I never feel quite sure of myself when I am speaking in
1
my English class.
I start to panic when I have to speak without
9
preparation in English class.
I would not be nervous speaking the English with
14
native speakers.
18 I feel confident when I speak in English class.
Communication
I feel very self-conscious about speaking English in
Anxiety 24
front of other students.
I get nervous and confused when I am speaking in my
27
English class.
I get nervous when I don’t understand every word the
29
English teacher says.
I would probably feel comfortable around native
32
speakers of English.
2 I don’t worry about making mistakes in English class.
8 I am usually at ease during tests in my English class.
I worry about the consequences of failing my English
10
class.
Test Anxiety
I am afraid that my English teacher is ready to correct
19
every mistake I make.
The more I study for an English test, the more
21
confused I get.
I tremble when I know that I’m going to be called on in
3
English class.
I keep thinking that the other students are better at
7
English than I am.
It embarrasses me to volunteer answers in my English
Fear of 13
class.
Negative
I get upset when I don’t understand what the teacher is
Evaluation 15
correcting.
I can feel my heart pounding when I am going to be
20
called on in English class.
I always feel that the other students speak English
23
better than I do.
 English class moves so quickly, I worry about getting
25
left behind.
I am afraid that the other students will laugh at me
31
when I speak English.
I get nervous when the English teacher asks questions
33
which I haven't prepared in advance.
It frightens me when I don’t understand what the
4
teacher is saying in the foreign language.
It wouldn’t bother me at all to take more foreign
5
language classes.
During language class, I find myself thinking about
6
things that have nothing to do with the course.
I don’t understand why some people get so upset over
11
foreign language classes.
In language class, I can get so nervous when I forget
12
Anxiety of things I know.
English Even if I am well prepared for language class, I feel
16
Classes anxious about it.
17 I often feel like not going to my language class.
I don’t feel pressure to prepare very well for language
22
class.
I feel more tense and nervous in my language class
26
than in my other classes.
When I’m on my way to language class, I feel very
28
sure and relaxed.
I feel overwhelmed by the number of rules you have to
30
learn to speak a foreign language.

The FLCAS uses a 5-point Likert scale with 33 items, ranging from strongly agree (5)

to strongly disagree (1). Total anxiety scores for the scale range from 33 to 165 points.

While the answer strongly agree (5) indicates high level of anxiety, strongly disagree

(1) indicates low level of anxiety that students feel (Horwitz, 2008). As reported by

Park (2014), the Cronbach's coefficient alpha of all 33 items in the FLCAS was .93

which is excellent. Thus, the instrument is a valid and a reliable scale that has been

consistently used in various studies to measure anxiety.

The data gathered through the use of the questionnaire were then coded. For gender,

male is coded as 1 while female is coded as 0. With regard to the year level of the

respondents, 1-first year, 2- second year, 3-third year, and 4-fourth year. The
statements were anxiety coded based on the scale of 1-5. The null and alternative

hypotheses were formulated in this study.

Null Hypothesis:

H0= There is no significant relationship between the English language anxiety of the

respondents vis-à-vis Oral Communication performance.

Alternate Hypothesis:

H1= There is a significant relationship between the English language anxiety of the

respondents vis-à-vis Oral Communication performance

For the statistical analysis of the data, mean was used to determine the levels of

English language anxiety of the respondents. After the mean and the standard

deviation were determined for each statement, the interpretation was based on the

following scheme.

Table 2.2

Mean Interpretation

Mean Interpretation
4.20-5.00 Very High
3.40-4.19 High
2.60-3.39 Neutral
1.80-2.59 Low
1.00-1.79 Very Low

Additionally, Pearson r correlation was employed to determine the significant

relationship between English language anxiety and Oral Communication performance.

 RESULTS AND DISCUSSION

3.1 Performance of Students in Oral Communication Subject

Table 3.1

Level of Proficiency in Oral Communication Subject

Level of Proficiency Grade Number of Percentage (%)

Students
Beginning 74 and below 0 0
Developing 75-79 5 16.67
Approaching 80-84 7 23.33
Proficiency
Proficient 85-89 12 40
Advanced 90 and above 6 20

Based on the table, 40 % of Grade 12 HUMSS 2 students from Barobo National High

School are proficient in Oral Communication subject.

3.2 Level of Anxiety toward English language

The overall mean of all the level of English anxiety among the respondents as shown

in Table 3 is 3.378788 while the Standard Deviation is 0.858973. It implies that the

students experience neutral level of anxiety towards English language.

Table 3.2

Levels of English Anxiety among Respondent

Item Mean Standard Deviation Description

1 3.4 0.553775 High
2 3.266667 0.81377 Neutral
3 3.066667 0.771722 Neutral
4 3.533333 0.718022 High
5 3.666667 0.829993 High
6 2.766667 0.715697 Neutral
7 3.6 1.171893 High
8 3.033333 0.706321 High
 9 4.133333 0.845905 High
10 4.166667 0.897527 High
11 3.8 0.87178 High
12 3.966667 0.87496 High
13 3.6 0.840635 High
14 2.666667 1.164283 Neutral
15 3.1 0.869866 Neutral
16 3.5 0.957427 High
17 2.466667 1.117537 Low
18 2.8 0.87178 Neutral
19 3.033333 1.048279 Neutral
20 3.733333 0.771722 High
21 3.166667 1.127928 Neutral
22 2.533333 0.805536 Low
23 3.533333 0.884433 High
24 3.766667 0.760847 High
25 3.466667 0.618241 High
26 3.133333 0.763035 Neutral
27 3.533333 1.056199 High
28 2.133333 0.845905 Low
29 4.133333 0.718022 High
30 3.366667 0.604612 Neutral
31 4.533333 0.805536 Very High
32 2.966667 0.912262 Neutral
33 3.933333 1.030642 High
OVERALL 3.378788 0.858973 NEUTRAL
Scale: 1.0-1.79= Very Low;
1.8-2.59= Low;
2.6-3.39=Neutral;
3.40-4.19=High;
4.20-5.0= Very High

As shown in Table 3.1, respondents experience certain level of anxiety towards

English. Although there are variations, the mean of each statement and the overall

mean results generally suggest that 33% of the respondents have neutral level of

English Language anxiety. The findings largely differ from the previous investigations

which recorded either high or low language anxiety (Horwitz et al., 1986; Aida, 1994;

Cheng et al, 1999). Instead, the result appears to be consistent with the findings made

by Mamhot et al. (2013) that Filipino ESL students generally do not acknowledge nor

deny that they feel certain level of anxiety toward the English language. Similar to their

finding, the respondents of this investigation provide the impression that they have
adequate level of anxiety, not high but not also low. This could be a very good

indication since according to Na (2007), the real task of English teachers is to provide

students with just enough level of anxiety in learning the English language. Such

adequate amount of anxiety plays a significant role in keeping students’ motivation

and in maintaining their efforts in the target language learning. With this, teachers

should not try to completely help students to get away from English anxiety.

The anxiety as reported by these Senior High School students from Barobo National

High School, Poblacion, Barobo, Surigao Del Sur may be influenced by different

factors. Horwitz et al. (1986) provide that second language anxiety is caused by

communication apprehension, test anxiety, and fear of negative evaluation. As they

argued, communication apprehension happens when the learner is challenged not

only in speaking but also in comprehending messages from others. In the context of

the present study, it could be possible that respondents do not find the use of English

to be very or less difficult particularly in Oral Communication activities. It is very likely

that they have enough self-confidence as they do not seem to show extreme anxiety

or confidence when they need to communicate with people especially that English Oral

Communication subject performs dyadic interaction, group discussions, and even

public speaking. This line of argument is supported by the statements referring to the

aspect of communication anxiety in the FLCAS just like statement number 1 that goes

“I never feel quite sure of myself when I am speaking in my English class” in which

neutral level is reported.

Furthermore, it was theorized that anxiety is predicted to happen during language test

when there is fear of negative evaluation. As asserted by Horwitz et al. (1986), test
anxiety happens when students fear of getting a failing grade or that they could not

achieve unrealistic expectations. Based on the scores, the students may have

maintained neutral level of anxiety as they may not have erroneous expectations and

beliefs about language standards during test or language tasks that are identified to

bring the feeling of anxiety among second language learners. As evident in statement

number two (2) that pertains to test anxiety, “I don’t worry about making mistakes in

English class,” it could be speculated that these learners do not feel extremely anxious

or otherwise as they have been exposed to the language since childhood. They have

been learning the English language and probably been into different communication

interactions with teachers and classmates that in turn, allow them to feel neutral

towards English language learning situations (Mamhot et al., 2013).

As regards fear of negative evaluation, Elaldi (2016) explained that it happens when

high expectations and standards are set as learners communicate and speak in public.

The fear of not meeting these expectations worries the students that would tend to

hinder their learning process. In this investigation, it seems that students hold tolerable

level of fear as seen on the mean results of the statements pertaining to negative

evaluation such as in statement number three (3) that says, “I tremble when I know

that I’m going to be called on in English class.” It could be possible that students have

friendly classroom and learning environment where teachers and peers are

supportive, and where language evaluations are done in a constructive manner, and

activities are encouraging that do not provoke high or low anxiety. As asserted by Na

(2007), the more friendly and informal the language classroom environment becomes,

the less likely it causes anxiety.

3.3 Analysis and Interpretation of Data

Table 3.3

Correlation between Oral Communication Performance and Communication Anxiety

Oral Com Communication

Performance Anxiety

Pearson Correlation 1 -.346

Oral Com. Sig. (2-tailed) .061
Performance
N 30 30
Pearson Correlation -.346 1
Communication Sig. (2-tailed) .061
Anxiety
N 30 30

As presented in Table 3.3, the correlation analysis indicates that the p-value is 0.061

which is greater than the alpha (0.05). Therefore, the NULL hypothesis (H0) should

not be rejected. This implies that there is no significant relationship between Oral

Communication Performance and Communication Anxiety.

This supports the study of Ganschow and Sparks (1994) which revealed that the

majority of the learners who suffer from high levels of Second Language anxiety found

their language course difficult, whereas the learners with low levels of anxiety found

the language course relatively easy (Onwuegbuzie, Bailey, & Daley, Factors

associated with foreign language anxiety, 1999).

Table 3.4

Correlation between Oral Communication Performance and Test Anxiety

Oral Com. Test Anxiety

Performance
Pearson Correlation 1 .153
Oral Com. Sig. (2-tailed) .420
Performance
N 30 30

Pearson Correlation .153 1

Test Anxiety Sig. (2-tailed) .420

N 30 30

In Table 3.4, the correlation analysis indicates that the p-value is 0.420 which is greater

than the alpha (0.05). Therefore, the NULL hypothesis (H0) should not be rejected.

This implies that there is no significant relationship between Oral Communication

Performance and Test Anxiety.

The result does not support Cabukcu’s (2007) study which sees Test Anxiety as one

of the most important aspect of negative motivation in learning. He stated that this type

of anxiety is described as an unpleasant feeling or emotional state that has

physiological and behavioral concomitants and that is experienced in formal testing or

other evaluative situations. However, the result rejects the notion of test anxiety as a

predictor of oral communication performance.

Table 3.5

Correlation between Oral Communication Performance and Fear of Negative

Evaluation

Oral Com. Fear of Negative

Performance Evaluation

Pearson Correlation 1 .069

Oral Com. Sig. (2-tailed) .719
Performance
N 30 30
Pearson Correlation .069 1
Fear of Negative Sig. (2-tailed) .719
Evaluation
N 30 30

In Table 3.5, the correlation analysis indicates that the p-value is 0.719 which is greater

than the alpha (0.05). Therefore, the NULL hypothesis (H0) should not be rejected.

This implies that there is no significant relationship between Oral Communication

Performance and Fear of Negative Evaluation.

Table 3.6

Correlation between Oral Communication Performance and Anxiety of English Class

Oral Com. Anxiety of

Performance English Class
Pearson Correlation 1 -.137
Oral Com. Sig. (2-tailed) .470
Performance
N 30 30

Pearson Correlation -.137 1

Anxiety of .470
Sig. (2-tailed)
English Class
N 30 30

As presented in Table 3.6, the correlation analysis indicates that the p-value is 0.470

which is greater than the alpha (0.05). Therefore, the NULL hypothesis (H0) should

not be rejected. This implies that there is no significant relationship between Oral

Communication Performance and Anxiety of English Class.

Table 3.7

Correlation of Communication Anxiety vis-à-vis Oral Communication Performance

ESL Anxiety Oral Com.

Performance

Pearson Correlation 1 -.089

ESL Anxiety Sig. (2-tailed) .638
N 30 30
Pearson Correlation -.089 1
Oral Com. Sig. (2-tailed) .638
Performance
N 30 30

Table 3.7 shows that the correlation analysis between English anxiety and year-level

has the p-value of 0.270 which is greater than the alpha (0.05). Therefore, the NULL

hypothesis (H0) should not be rejected. This implies that there is no significant

relationship between ESL Anxiety and the Oral Communication Performance of the

respondents. This means that the English language anxiety of the students does not

have anything to do with the level of their oral communication performance.

In line with this idea, the present study provides that as an individual with second

language anxiety, it does not mean that his or her performance in oral communication

would also increase or decrease.

 CONCLUSION

This study illustrates that the Grade 12 HUMSS 2 ESL learners of Barobo National

High School tend to maintain enough self-confidence and balanced emotions toward

English language learning. It appears that their anxiety is just enough for them not to

become very anxious nor very relaxed that may actually prevent them from achieving

the ultimate success in their language learning. It is very likely that they are able to

handle communication tasks, tests, and evaluations in relation to English fairly well

that resulted to an adequate amount of anxiety. It gives the impression that their peers,

teachers, administrators, curriculum and institution are welcoming and understanding.

In line with this, it seems that the people and the institution involved in their language

learning are doing a good job in just keeping the right amount of anxiety.

Although speculations are the only option that could be provided in this study, this

investigation sustains the assertion that the respondents experience certain level of

anxiety. Nevertheless, all aspects that could provoke anxiety are kept to their adequate

level that seems to provide a very good indication of their learning and teaching

environment. As Na (2007) believes, neutral level or adequate level of anxiety

performs a positive role in keeping the motivation of the learners to maintain their

efforts in language learning.

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 APPENDIX A

FOREIGN LANGUAGE CLASSROOM ANXIETY SCALE (FLCAS)

Direction: This may take several minutes. Please make sure that you have responded to every statement.
Mark the box with based on your corresponding opinion.

Legend: SD - Strongly Disagree

D - Disagree
N - Neither Agree or Disagree
A - Agree
SA - Strongly Agree
1. I never feel quite sure of myself when I am speaking in my English class.

SD D N A SA
2. I don't worry about making mistakes in English class.

SD D N A SA
3. I tremble when I know that I'm going to be called on in an English class.

SD D N A SA
4. It frightens me when I don't understand what the teacher is saying in English language.

SD D N A SA
5. It wouldn't bother me at all to take more English classes.

SD D N A SA
6. During English class, I find myself thinking about things that have nothing to do with the course.

SD D N A SA
7. I keep thinking that the other students are better at English than I am.

SD D N A SA
8. I am usually at ease during tests in my English class.

SD D N A SA
9. I start to panic when I have to speak without preparation in English class.

SD D N A SA
10. I worry about the consequences of failing my English class.

SD D N A SA
11. I don't understand why some people get so upset over English classes.

SD D N A SA
12. In English class, I can get so nervous I forget things I know.

SD D N A SA
13. It embarrasses me to volunteer answers in my English class.

SD D N A SA
14. I would not be nervous speaking the English with native speakers.

SD D N A SA
15. I get upset when I don't understand what the teacher is correcting.

SD D N A SA
16. Even if I am well prepared for English class, I feel anxious about it.

SD D N A SA
17. I often feel like not going to my English class.

SD D N A SA
18. I feel confident when I speak in English class.

SD D N A SA
19. I am afraid that my English teacher is ready to correct every mistake I make.

SD D N A SA
20. I can feel my heart pounding when I'm going to be called on in English class.

SD D N A SA
21. The more I study for an English test, the more confused I get.

SD D N A SA
22. I don't feel pressure to prepare very well for language class.

SD D N A SA
23. I always feel that the other students speak the English better than I do.

SD D N A SA
24. I feel very self‐conscious about speaking the English in front of other students.

SD D N A SA
25. English class moves so quickly I worry about getting left behind.

SD D N A SA
26. I feel more tense and nervous in my English class than in my other classes.

SD D N A SA
27. I get nervous and confused when I am speaking in my English class.

SD D N A SA
28. When I'm on my way to English class, I feel very sure and relaxed.

SD D N A SA
29. I get nervous when I don't understand every word the English teacher says.

SD D N A SA
30. I feel overwhelmed by the number of rules you have to learn to speak English.

SD D N A SA
31. I am afraid that the other students will laugh at me when I speak English.

SD D N A SA
32. I would probably feel comfortable around native speakers of English.

SD D N A SA
33. I get nervous when the English teacher asks questions which I haven't prepared in advance.

SD D N A SA
12/02/2019

Dear Participant:

The researchers would like to invite you in becoming one of the participants for a study which is
entitled English Anxiety among Senior High School Students Vis-à-vis their Oral Communication
Performance.

The research project is conducted at Barobo National High School, Poblacion, Barobo, Surigao del Sur.
It intends to investigate the current affective states of second language learners of Barobo National
High School. All data and measurements obtained from this research study will be stored
confidentially. Only the researchers have access to view any data collected during this research.

The researchers are hoping for your positive response regarding this matter.

Researchers:

SHIELA S. DANGA

Teacher II

JAYVEE D. DALAGAN

Teacher I