Anxiety Level of English Major Students in Speaking the English

Language During Online Engagement

A Thesis Presented to the Faculty of Romeo Padilla

School of Education & Arts

Panpacific University

In Partial Fulfillment of the

Requirements for the Degree

Bachelor of Secondary Education Major in English

By:
CAROLINE T. OSIS
AIHRAM C. AGUSTIN
CATHERINE P. MARZAN
MAJANE C. TABELISMA

December 2021
1
 APPROVAL SHEET

This thesis/dissertation entitled “Anxiety Level of English Major Students in Speaking the

English Language During Online Engagement” prepared and submitted by Caroline T.

Osis, Aihram C. Agustin, Catherine P. Marzan, and Majane C. Tabelisma in partial

fulfillment of the requirements for the degree of Bachelor of Secondary Education

Major in English, has been examined and is recommended for acceptance and approval.

Virgo C. Lopez, Ph.D Adviser

APPROVED BY

Virgo C. Lopez, Ph.D Mr. Cipriano Q. Mendoza, LPT

Panel Evaluator Panel Evaluator

Mr. Frederick L. Villanueva, LPT

Panel Evaluator

Accepted as partial fulfillment of the requirements for the degree of Bachelor of

Secondary Education Major in English.

Virgo Lopez, Ph.D

Dean, School of Education & Arts
DECLARATION OF ORIGINALITY, CONFLICT OF INTEREST AND FUNDING

This research is original and has not been submitted for another degree. All

sources used in this research have been properly acknowledged or properly cited.
 The authors declare that there is no conflict of interest in this research. The

authors have not received any funding from any sources in the course of completing

this research.

CAROLINE T. OSIS

AIHRAM C. AGUSTIN

CATHERINE P. MARZAN

MAJANE C. TABELISMA
ENGLISH EDITORIAL CERTIFICATE

This is certify that the undersigned has reviewed and went through all

the pages of the manuscript of the research entitled “Anxiety Level of

English Major Students in Speaking the English Language During Online Engagement”

and have found it thorough and acceptable with respect to set of instructional rules that

govern the composition of sentences, phrases, grammar, and works in the English

language.
Grace G. Arcega
School of Basic Education, Panpacific University
Email address: arcega.grace@panpacificu.edu.ph
Contact number: +639912358790

ACKNOWLEDGMENTS

The researchers are indebted to express their sincerest and deepest

gratitude and appreciation for the encouragement and guidance of those kindhearted
individuals who helped them in countless ways.

Foremost, to our creator in whose omnipotence untiringly guides us and directs

our path to meet a lot with a kind heart which became our base of support in this
research journey. We owe to Him all the graces and blessings especially for keeping us
safe and this research becomes reality, for bestowing on us wisdom, strength and the
gift of perseverance to not falter and give up.

We also like to express our gratitude to our dearest family for the
support and encouragement in this journey. We are highly indebted to Panpacific
University for their guidance and supervision as well as providing necessary information
regarding this research.

We would like to express our deep sense of gratitude to co-author, Ms.

Grace G. Arcega, who shared her knowledge and guided us until the completion of this
research.

We would also like to thank our panelists members: Dr. Virgo C.

Lopez, Mr. Frederich L. Villanueva, and Mr. Cipriano Q. Mendoza, for their words of
wisdom, encouragement, guidance, corrections, constructive criticism, insightful
comments that made us appreciate and deeply engraved the research significantly.

We would also like to express our sincere gratitude to our validators: Mr.
Rodlan Alvendo, Ms. Arlyn Oliver, and Ms. Saty Prestoza, for helping us for the betterment
of our research instrument. Our sincerest gratitude to our
English critique, Ms. Alison Jean S. Ancheta and to our statistician, Mr. Reynaldo Javier for
helping and sharing their professional expertise in this study.

To the respondents who have graciously participated in this study and are real stars of this
research endeavor. Thank you for trusting the group and making this research realize its aim.

Lastly, our heartfelt gratitude to all who contributed this research and made it possible. With all
the aforementioned, this thesis triumphs because you are all with us.

C.t.o.
A.c.a.
 C.p.m.
M.c.t.
TABLE OF CONTENTS

Page

TITLE PAGE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

APPROVAL SHEET. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii

DECLARATION OF ORIGINALITY, CONFLICT OF INTEREST

AND FUNDING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

ENGLISH EDITORIAL CERTIFICATE. . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

ACKNOWLEDGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

TABLE OF CONTENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

List of Tables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

List of Figures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

List of Plates. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

ABSTRACT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Background of the study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Statement of the problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Conceptual framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Objectives of the study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Research Hypothesis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

MYTHOLOGY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Research Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Locale and Population. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

 Data Gathering Instrument. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Data Gathering Procedure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Ethical Considerations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Treatment of Data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

RESULT AND DISCUSSION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Profile of the Respondents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Anxiety Level of English Major Students in Speaking the English Language

During Online Engagement in terms of Communication Apprehension, Fear of

Negative Evaluation, and Test anxiety. . . . . . . . . . . . . . . . . . . . . . . . . . . 34

The Difference between the level of anxiety in speaking the English language

during online engagement and their profile. . . . . . . . . . . . . . . . . . . . . .

Alleviating anxiety Interventions strategy to overcome the level of anxiety of English

major students in speaking the English language during online

engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CONCLUSION AND RECOMMENDATION. . . . . . . . . . . . . . . . . . . . . . . . .

Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

REFERENCES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

APPENDICES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A. Letter to Research adviser. . . . . . . . . . . . . . . . . . . . . . . . . .

B. Approved Research adviser. . . . . . . . . . . . . . . . . . . . . . . . .

C. Letter to the Registrar Office. . . . . . . . . . . . . . . . . . . . . . . .

D. Total Population. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
 E. Letter to expert validators. . . . . . . . . . . . . . . . . . . . . . . . . . .

F. Validation Form to Establish the Content Validity of the

Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G.

Letter Request for Pilot Testing . . . . . . . . . . . . . . . . . . . . . .

H. Letter Request for Pilot Testing. . . . . . . . . . . . . . . . . . . . . . .

I. Approved to Conduct Pilot Testing. . . . . . . . . . . . . . . . . . . .

J. Letter Request for Pilot Testing. . . . . . . . . . . . . . . . . . . . . . .

K. Informed Consent for the Participants. . . . . . . . . . . . . . . . .

L. Reliability Test Result Interpretation of Data Gathering

Instrument. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

M. Letter Request for Data Gathering. . . . . . . . . . . . . . . . . . . .

N. Approved to Conduct Data gathering. . . . . . . . . . . . . . . . . .

O. Instrument of the study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

P. Sample SPSS Output and Excel. . . . . . . . . . . . . . . . . . . . . . .

LIST OF TABLES

Table No. Page

1. The numerical, descriptive and statistical value of the study and

indicators of the research instrument of the study . . . . . . . . . . . . . . . . . . 28

1.1 The distribution of the English major students according to their

Year Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

1.2 The distribution of the English major students according

to their Gender . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
 2.1. Anxiety Level of English Major students in speaking the

Englishlanguage during online engagement in terms of communication

apprehension. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

2.2. Anxiety Level of English Major students in speaking the

Englishlanguage during online engagement in terms of fear of negative

evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

2.3 Anxiety Level of English Major Students in Speaking the

Englishlanguage during online engagement in terms of test anxiety. . . . . . . . . .

2.4 The level of anxiety of English major students in speaking

theEnglish language during online engagement in terms of communication

apprehension, fear of negative evaluation, and test-anxiety. . . . . . . . . . . 41

3.1 Difference between the anxiety level of English major students

inspeaking the English language during online engagement and their

year level profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

3.2 Difference between anxiety level in speaking the English

language

during online engagement and their Gender profile. . . . . . . . . . . . . . . . 47 4.1.

Alleviating anxiety intervention strategy to overcome the anxiety

level of English major students in speaking the English language during online

engagement in terms of communication apprehension. . . . . . . . 50

4.2. Alleviating anxiety intervention strategy to overcome the anxiety level of

English major students in speaking the English language during online engagement in
terms of fear of negative evaluation. . . . . . . . . . . . 51 4.3. Alleviating anxiety

intervention strategy to overcome the anxiety

level of English major students in speaking the English language during

online engagement in terms of test anxiety. . . . . . . . . . . . . . . . . . . . . . . . 52

.LIST OF FIGURES

Figure No. Page

1. Research Paradigm. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

“Anxiety Level of English Major Students in Speaking the English

Language During Online Engagement” : An intervention in alleviating anxiety to
overcome the anxiety level of English major students in speaking the English language
during online engagement

Caroline T. Osis
Bachelor of Secondary Education Major in English,
Panpacific University, Urdaneta City, Philippines
Email address: osiscaroline6@gmail.com

Aihram C. Agustin
Bachelor of Secondary Education Major in English,
Panpacific University, Urdaneta City, Philippines
Email address: agustinaihramc@gmail.com

Catherine P. Marzan
Bachelor of Secondary Education Major in English,
Panpacific University, Urdaneta City, Philippines
Email address: cmarzan198@gmail.com

Majane Cantillo Tabelisma

Bachelor of Secondary Education Major in English,
 Panpacific University, Urdaneta City, Philippines
Email address: majanetabelisma@gmail.com

Grace G. Arcega, RP-SEA faculty,

School of Basic Education, Panpacific University,
Urdaneta City, Philippines
Email address: arcega.grace@panpacificu.edu.ph

ABSTRACT

We live in a world with a variety of cultures and languages. Speaking is a way for
students to improve their English input by communicating with others by
conveying thoughts, feelings, and constructing and building information. As a
result, speaking English becomes increasingly crucial in the globalization era and
opens more job opportunities to students' futures because it is the universal
language. However, the most serious issue in foreign language learning is that
English language students frequently display fear when speaking and conversing
in the target language which is the English language. Thus, this study aims to
determine the level of anxiety of English major students at Panpacific University
in speaking the English language during online engagement in terms of
communication apprehension, fear of negative evaluation, and test-anxiety and
to determine if there is a significant difference between their level of anxiety in
speaking the English language during online engagement and their profile. This
study used the descriptive-correlation method of analysis. A total number of 38
English major students at Panpacific University were examined using a checklist
and 4 point likert scale survey via Google Form. The findings showed that the
highest component generating their level of anxiety in speaking the English
language during online engagement is under fear of negative evaluation with the
overall weighted mean of 3.280 is severe, followed by test anxiety with the
overall average weighted mean of 3.184 is moderate, and lastly the
communication apprehension with the overall average weighted mean of 3.133
is moderate. Furthermore, there is no significant difference between the level of
anxiety of English major students in speaking the English language during online
engagement and their year level profile. While there is a difference between the
anxiety level of English major students in speaking the English language during
online engagement and their gender profile.
Keywords

Anxiety, Communication apprehension, Fear of negative evaluation,

Online engagement , Test-anxiety.

 1

INTRODUCTION

Background of the Study

Language has an effect on the daily lives of human beings of all races, creeds,

and areas of the sector. Language permits us to express our emotions, wishes, and

inquiries to the sector around us. Words, gestures, and tone are utilized in tandem to

carry a huge variety of emotions. Human beings' capacity to harness our intrinsic

capacity to increase enduring ties with one another, keeping us apart from the

relaxation of the animal kingdom, is a huge part of what permits us to harness our

precise and numerous strategies of

conversation through written and spoken language (Kendon, 2017).

According to Nishanti (2018) the English language is regularly identified as the

world language used and spoken language on the planet. It is essential that youngsters

examine English as a second language at an early age. Many human beings now no

longer know how to speak with others of their very own language. We stumble upon

those problems on a daily basis . English is a global language. It is now a medium for

connecting to global conversation channels and traveling through information highways.

Because positive international locations withinside the globe use English as a second

language, the English language is now visible as a critical element for our future.

Furthermore, it's far visible as a passport to a higher schooling and work chances. We

live in a world with a variety of cultures and languages. All too regularly, we simply get

on with our ordinary lives simply interacting with individuals who communicate our local

language. Learning English as an overseas language will allow you to speak with native

speakers in addition to the ESL (English as a Second language) speakers. Your capacity to
 2

speak in a second language can significantly have an effect on your career. Since we

exist in an interrelated lifestyle, extra and extra professions are selling superb

possibilities that require information of a couple of languages. Second language

acquisition permits us to grow to be part of a distinct culture at the same time as an

additional expertise on the world around us. Historically, the phrase "English as a

Second Language '' (ESL) has been associated with youngsters who input a group talking

languages apart from English. In many circumstances, the phrase is erroneous, due to

the fact a few college students come to highschool talking English as their third, fourth,

fifth, and so forth.

Some people and groups have selected the term "Teaching English to Speakers of Other

Languages" (TESOL) to better constitute the underlying language realities. In a few

jurisdictions, the term "English as an Additional Language" (EAL) is used. The

terminology "English Language Learner" (ELL) has grown in popularity, maximum

drastically in America. According to (Nordquist, 2019), English as a Second Language

(ESL or TESL) is a not unusual place to call for non-local speakers of the English language

or study of the English language in an English-talking context (it's also called English for

speakers of different languages.) English as a Second Language additionally refers to

expert language schooling methodologies tailor-made for the ones whose first language

is not English. The English language is now no longer best spoken via means of local

speakers. It is now greater than only a channel of conversation for man or woman

reasons, it is far a device for use effectively in plenty of venues. Human speech has

continually been a subject of discussion amongst speech therapists and language

instructors. According to (Abassi, 2019) “Educators of English as a second language (ESL)

 3

are specifically worried about their college student speaking anxiety may be because of

plenty of elements, along with the reality that it is a second language” . According to

(Hasibuan et al., 2019) “Hearing, speaking, reading, and writing are the four essential

English skills that all contribute to students' improvement in language use”.

As a result, it is vital to determine the restrictions to foreign language

production. Foreign Language Anxiety (FLA) in Speaking is an issue that both

teachers and students should take this into account when developing the language.

Anxiety is a famous circumstance that influences students' capacity to speak. Presenters

ought to take heed to their degree of tension. This could permit for a greater specific

evaluation of personal strengths and weaknesses. As a result, a speaker ought to be

intricate on it and attempt to give you solutions. Worried students also have much less

confidence, are forgetful, sweat greater, and feature a faster pulse rate, which might

also additionally inspire them to keep away from class and cast off doing activities . In

short, those activities may have an impact on their competency due to the fact that

high-anxiety students will create and get decreased grades withinside the class than

low-anxiety students. Students could be not able to function efficiently in class if their

ranges of language anxiety rise. Students frequently throw up barricades before pushing

themselves to speak in front of the class, and they prefer to experience the explanations

supplied by the teachers. In other words, students are hesitant to speak English.

Speaking is widely regarded as the most difficult skill to learn. Anxiety, drive, and self-

confidence are claimed to influence pupils' speaking performance. Students who are

nervous are hesitant to talk, even if they are afraid of making mistakes. This disease

would have an effect on how frequently children talk. It has also been proven that when
 4

engaging in English communication, students complain about speaking issues such as

anxiety, nervousness, fear of making mistakes, and feeling self-conscious.

Many studies have observed that anxiety has a giant effect in language gaining

knowledge in environments. According to Bashori et al. (2020) “the majority of the

studies observed consequences that there is a bad connection among language anxiety

and overall language capacity”. According to (Shirvan & Talebzadah, 2017) “anxiety has

been recognized as a giant barrier for language learners'’. Language researchers clearly

and unanimously agree that anxiety attributable to the language acquisition manner is

one of the most demanding situations that English as a Foreign Language (EFL) learners

face while gaining knowledge of an overseas language. Language anxiety has brought

about huge fear withinside the location of second and overseas language observers.

One of the most extreme hurdles to language learning and speaking is Anxiety.

According to (Punar & Kurtuldo, 2020) Anxiety now no longer best decreases beginners'

motivation and choice to examine the language, However it additionally makes making

utterances withinside the goal language extraordinarily tough. According to (Astif, 2017)

Anxiety may be described as a worry (phobia), alarm, or fear, nevertheless, neither the

victim nor the overall public can come across any obvious grounds for tension inflicting

emotional and physical changes. Language tension is one of the signs and symptoms of

fashionable anxiety. The most vital idea of language learning, According to (Richards,

2020) is that language teaching and gaining knowledge are dependent on the extent of

emotional readiness of the beginners' cognitive abilities. Teachers must deal with the

learners’ desires earlier than teaching and gaining knowledge. Paying interest to

elements along with the learners' possibilities and the school room environment may
 5

also help alleviate tension and improve self assurance withinside the college students.

Anxiety is one of the impediments to language gaining knowledge that inhibits human

beings from gaining knowledge of new languages and speaking. The American

Psychological Association defines anxiety as "the subjective experience of anxiety,

tension, uneasiness, worry, on the other hand, is related to an activation of the

autonomic fearful device" According to (Browne, 2020). When gaining knowledge to

speak English or studying the goal language, the toughest impediment to triumph over is

anxiety. According to (Mental Association, 2021) Anxiety is characterised by means of

tenseness, fear, and worry, thoughts, and bodily changes. According to (Kurtuldu &

Ozcelik, 2020) Learners are terrified to speak withinside the goal language because of

their worry. According to (Oteir & Al-Otaibi, 2019) “Foreign language anxiety is

described as a sensation of anxiety and apprehension that is in particular associated

with the context of a second language, which consists of talking, listening, and gaining

knowledge”. The worry of being assessed orally, concerns approximately fluency,

intonation, and pronunciation, the concern of imposing the goal language with different

human beings, discussing unusual subjects and having time difficulty in speaking had

been the primary elements that's inflicting tension while talking. According to (Tulgar,

2018) other factors that impact learners' anxiety stages consist of inadequate

information of vocabulary, personality, mentalities closer to the selected language, and

learners’ background withinside the selected language. Language anxiety can show up

as a subject over language acquisition or anxiety regarding talking. Foreign language

speaking anxiety relies upon many elements via way of means of platform and is

encouraged by
 6

way of means of a variety of circumstances.

Online systems can appear as examples of those circumstances. As a result of the

pandemic and the necessity for instructional continuity, academic establishments have

grown to become distant and online gaining of knowledge. According to ( Subedi et al.,

2020) “E-learning equipment serves a vital function in supporting students, instructors,

and teachers in organising a conversation link”. The worldwide schooling device is being

impacted by means of the Coronavirus. According to (Tadesse, S. & Muluye, 2020) “to

prevent the unfolding of the coronavirus, schools, colleges, and universities had been

shuttered”. Students, teachers, and parents face demanding situations due to the

Online learning. Due to the increase of the COVID-19 health disaster withinside the

Philippines, the Commission on Higher Education (CHED) and the Department of

Education (DepEd) have followed and applied online learning. According to (CHED, 2020)

there's an urgent need to research extra materials and gain knowledge of modalities to

be able to make the transition from conventional to blended learning easier. And as in

step with the Government’s hints and adaptations, academic establishments and

colleges observe Online Schooling as one in all pivotal unravelments on

stopping the transmission of the virus.

Panpacific University at Urdaneta City, Pangasinan, hastily complied with the

government's coverage choices and directives at the provision of online learning. Virtual

classes are presented via means of online schools , which students can attend from their

houses with an Internet connection. Teachers do business from home and comply with a

fixed curriculum with their online college students. Online learning is every now and

then termed as distance learning. Online schools are regularly called digital colleges or
 7

cyber colleges. In addition, Online education may be applied using Google Classroom,

Zoom, Google Meet and different online gaining knowledge of systems. Transitioning

school classes to a virtual space, brings new opportunities for active learning and

student online engagement. Student Engagement is essential for student learning,

particularly in the online context. Student's engagement consists of devoting time and

energy to studying substances and skills, demonstrating that learning is interacting in a

significant way with others within the class. And becoming at least relatively emotionally

invested in their learning. Individual attitudes, thoughts, and behaviors, in addition to

verbal contact with others, constitute engagement. According to (Kahn, 2016) “Student

engagement is defined as students devoting time, energy, thought, and effort, and ,to a

lesser extent, sentiment to their studies''. Unfortunately, there are weaknesses and

vulnerabilities with using online gaining knowledge at some point of the COVID-19

pandemic. According to (Romanov, 2021) “there are numerous risks to gaining

knowledge online”. Students imply that a loss of social conversation, specifically with

friends and coworkers, makes them inept. More significantly, they no longer accept as

true that such strategies of gaining knowledge will train them anything. They declare

that they no longer do best when they collaborate online with classmates, however

they're additionally bewildered, making it tough to pay attention to classwork.

Furthermore, it's far more related to a student's worry of learning a foreign language,

which has an effect on their speaking abilities. Moreover, as stated by (Fitriah & Muna,

2019) “English language beginners often specify their uneasiness at the same time as

talking or speaking within the target language, that's a main problem in overseas

language class”. The learner's attitude, efficiency, and very last diploma of English
 8

acquisition are all encouraged via means of their emotional state. The tension of

overseas language beginners desires extra interest and studies, mainly at this time.

Speaking Anxiety is the primary trouble to be conquered in gaining knowledge to speak

the English Language. Online teaching will by no means be capable of absolutely

updating conventional face-to-face instruction, and the touch among college students

and instructors will get worse as time passes. Unlike face-to-face schooling, it's far more

important for instructors to evaluate college students' academic repute at some point of

a stay broadcast. Students who live at home for a prolonged time period will inevitably

increase an annoying intellectual state, and instructors in on line publications might be

blind to their college students' emotional states. However, at some point of the Covid-

19 pandemic, this form of gaining knowledge encountered several boundaries and flaws

in its application. According to (Fojtik ,2018) “distance learning has a few flaws, along

with instructors and college students having restrained experience with this kind of

schooling and the need for complete technical security”. Furthermore, according to

(Russell, 2020) it leads college students to experience foreign language anxiety and that

one of the foreign language anxieties that scholars experience is with their talking skills.

According to (Zakaria et al., 2019) “a proper speaker must enterprise to provide an

explanation for his or her thoughts efficiently in order that they're nicely acquired via

the means of the listeners”. Furthermore, according to (Fitriah & Munah, 2019) the

maximum extreme problem in foreign language learning is that English language college

students often show worry while talking and speaking withinside the goal language

that's the English Language. The learner's attitude, efficiency, and very last diploma of

English acquisition are all encouraged via means of their emotional state. The anxiety of
 9

foreign language learners desires extra interest and studies, mainly at this time. Anxiety

is the primary trouble to be conquered in gaining knowledge to speak the English

Language.

In this observation, the researcher intends to discover the extent and level of

anxiety of English Major students at Panpacific University in terms of speaking English at

some point of online interplay on this observation. The researcher was hoping to

apprehend what elements producing their tension in speaking the English language that

scholars skilled at the same time as distance gaining knowledge of, that specialize in

their online engagement and the way they may conquer their very own tension. The

study will benefit the people listed below. This study may assist students in developing

holistically, combating their nervousness in speaking English, and developing their

communicating and collaboration skills. It may boost students' academic performance

and broaden their comprehension. The findings in the study may help English teachers

to recognize Foreign Language Anxiety when teaching the English language. Teachers

can better satisfy the requirements of their students if they grasp Foreign Language

Speaking Anxiety.

Statement of the Problem

Specifically, this study sought to answer the following questions:

1. What is the profile of the English major students at Panpacific University in terms of:

a.) Year Level

b.) Gender
 10

2. What is the level of anxiety when it comes to speaking the English language during

online engagement among English major students in terms of:

a. Communication apprehension

b. Fear of negative evaluation

c. Test-anxiety

3. Is there a significant difference between the participants' level of anxiety in

speaking the English Language during online engagement and their profile? 4. What

intervention strategies can be proposed to overcome their anxiety level in speaking the

English Language during online engagement among

English major students at Panpacific University?

Conceptual Framework

The framework of the study is presented in the form of

Input-Process-Output (IPO) format as shown in figure 1. The focus of the paradigm of

the study is to determine the Anxiety Level of English Major Students in Speaking the

English Language during Online Engagement. Those variables of the study may be

associated with the profile of the English major students at Panpacific University.

Namely, year level and gender, according to (Berowa, 2018) the findings revealed a

neutral level of language anxiety among respondents in all areas, and they looked into

gender and year-level variables that could predict English anxiety that could be

important in speaking the target language successfully or unsuccessfully. According to

(Ozturk, Gurbuz, 2014) “The study revealed that there is a significant difference

between genders in terms of speaking anxiety level”. Female students have

demonstrated a moderate level of anxiety whereas male students experienced speaking

 11

anxiety at a low level. With regard to these results, it can be said that female students

are more anxious while speaking English and they are more worried about speaking

English. As a result, in the light of different studies, it can be seen that gender plays a

remarkable role in speaking anxiety. And, according to (Elaldi, 2016) revealed that

increase of language anxiety among students as they progress to higher year-level is

associated with the belief that their additional knowledge in English might increase the

chances of noticing their own errors in speaking that will make them more anxious, and

such increase of anxiety has something to do with the expectation that their teachers in

the higher level may not be as considerate as those in the lower level. In this present

study it measures these variables in conventional online learning. Related to this,

according to (Hassani & Rajab, 2012) there are three related performance anxiety,

namely, communication apprehension, fear of negative evaluation and test-anxiety that

possibly may help to determine in generating their anxiety level in speaking.

Additionally, according to (Rumiyati & Seftika, 2018) that “the three components of

foreign language anxiety in speaking give a big impact for a student's teaching learning

process especially in speaking”. In this case, communication apprehension, test anxiety

and fear of negative evaluation were the main factors of student’s speaking anxiety.

“Communication apprehension is a sort of shyness marked by apprehension or fear of

communicating with other individuals” as stated by (Rumiyati & Seftika, 2018) . The

impacts of communication apprehension are closely related to the student's attitude:

students felt shy, ashamed, inferior, felt blank, confused, had less concentration, and

had no idea what they would say according to (Rumiyati & Seftika, 2018) . The students

were afraid and apprehensive about communicating with others, even their peers.
 12

Secondly, the fear of negative evaluation, is an extension of the second component,

which is defined as apprehension about others' judgments, avoidance of evaluative

circumstances, and the assumption that others will negatively judge oneself. Lastly, Test

anxiety, defined as a type of performance anxiety which originated from a fear of

failure, and apprehension over academic evaluation. It is the feeling of performance

anxiety that students experience when their performance is on the line or when they

are under pressure to do well

(Hassani & Rajab, 2012).

According to (Wang & Zhang ,2021) “Anxiety is one of the powerful affective

factors that give a negative impact on foreign language learning and performance”. One

of the foreign language anxieties that learners encounter is the students’ speaking skill,

according to (Pahargyan, 2021). Anxiety is the most difficult obstacle to overcome when

learning to speak English or mastering the target language. Anxiety is characterized by

feelings of tension, anxious thoughts, and physical changes (PA, 2021). According to

(Horwitz et. al, 1986) mentioned that foreign language anxiety has a negative influence

on language learning and students with any level of anxiety in foreign language face

great difficulty in speaking language due to Xenoglossophobia, it is a sign of extreme

anxiety when exhibited with strange speech lacunae, in written or spoken courses.

According to (Hassani & Rajab, 2012) “simply anxiety is a feeling of tension or the

emergence of some feelings of worry when doing something”. Anxious students,

according to( Alrabai, 2014) , “feel uncomfortable, and they may choose to disengage

from the learning process”. Alrabai also mentioned that some students believe they are

unable to function well in English, which leads to lowered effort and the avoidance of
 13

opportunities to improve their communication skills. “Anxious students are generally

less willing to engage in learning activities and perform worse than non anxious

students” according to (Alrabai, 2014). According to (Boshosh et al.,2013) stated that

“students with low levels of anxiety perform better and participate more in the class”.

Anxious English language students may not be able to accomplish oral tasks because

their anxiety hinders them from performing well (Yan & Horwitz, 2008). Relaxed

students, on the other hand, would do better since they are not affected by language

anxiety (Woodrow, 2006). Foreign language anxiety is a barrier to effective language

learning since it slows down the learning process according to (Yan & Horwitz, 2008).

This has a significant impact on speaking skills (Yan & Horwitz, 2008). Speaking is a huge

challenging skill of language learning, and it is one of the most negatively influential

affective variables as stated (Marzec, 2015). It has a significant impact on language

learning and helps reduce learners' oral engagement and performance (Byrne et al.,

2012). Speaking is a type of valuable skill that plays a crucial function in communication.

Speaking is a way for students to improve their English input by communicating with

others by conveying thoughts, feelings, and constructing and building information. We

must address the ESL learners to overcome their anxiety level. As a result, speaking

English becomes extremely relevant in the globalization period, and because it is the

universal language, it opens students with more opportunities in the future. Students

can broaden their world in terms of job opportunities and the ability to communicate

with people from all over the world by speaking the English language. According to (Yan

& Horwitz, 2008) states that many advantages that we get from speaking the English
 14

language are beneficial in the world of work. English becomes a second language in all

areas of the world and in all circumstances English Language opens for future careers.

However, for foreign language learners, speaking the English language is not easy

to practice. One of the factors that hindered them in speaking is the feeling of anxiety

which sometimes may arise in response to a particular situation or event which can be

considered to be a major factor. It is one of the major obstacles, named speaking

anxiety, that has a significant impact on one's ability to speak a foreign language. In

face-to-face class there are a lot of studies by the experts that students' anxiety level in

speaking the English language is higher. According to (Rumiyati & Seftika, 2018) the

three aspects of foreign language anxiety have a significant impact on students'

teaching-learning processes, particularly when it comes to speaking, design by (Yan &

Horwitz, 2008). These are communication apprehension, test anxiety, and the fear of a

negative evaluation were the main causes of students' speaking anxiety. The students

experienced severe anxiety when speaking the English language in a face-to-face class,

as evidenced by the results of their studies. Furthermore, according to the findings of

their study (Toubot et al, 2018), students had a moderate to high level of EFL speaking

anxiety. In their study, it was also discovered that low self-confidence had the highest

average, followed by fear of negative evaluation and communication apprehension.

Furthermore, according to the findings of their study (Toubot et al, 2018), students had

a moderate to high level of EFL speaking anxiety. In their study, it was also discovered

that low self-confidence had the highest average, followed by fear of negative

evaluation and communication apprehension. According to UC Journal: ELT, Linguistics,

and Literature ( 2021 ) researchers found that the students tended to be anxious in
 15

speaking English in class even though it was conducted through distance learning

because of the Covid-19 pandemic. As according to (Pappamiiel, 2002) stated that

anxiety can be related to threats to self-efficacy and appraisal of situations as

threatening. It means that language anxiety can start as transitory episodes of fear in a

situation in which the student has to perform in the target language, at this time anxiety

is simply a passing state. It means the circumstances of the environment can affect the

student's speaking performance. According to ( Cooper et al., 2018) Students that have a

low level of anxiety perform better in class and can speak english. According to (Dash,

2021) there are also three (3) categories of anxiety namely, mild anxiety, moderate

anxiety, and severe anxiety, According to (Dash, 2021) Mild anxiety is a sensation that

something is different and warrants special attention. Hence, Sensory stimulation

increases and helps the person focus attention and learn, solve problems, think, act, feel

and protect himself as a person involved. This often motivates people to make changes

or engage in goal-directed activities. According to (Dash, 2021), Moderate anxiety is the

disturbing feeling that if something is wrong, the person feels nervous. In this stage, the

person can still process information, solve problems, and learn new things with

assistance from others and may have some difficulty concentrating independently but

can be redirected to the topic. In addition, according to (Dash, 2021) the person

progresses to severe anxiety, more primitive survival skills take over, the person is used

to defensive responses, and cognitive skills decrease significantly. A person with severe

anxiety has difficulty thinking and reasoning, as well as muscle tightening and an

increase in vital signs. The person paces, displaying signs of restlessness, irritation, and

wrath, or engages in other emotional-psychomotors to relieve tension. This is

 16

accompanied by fight, flight, or freeze reactions during panic.

This study is focused on determining and identifying the level of anxiety among

the English major students at Panpacific University when it comes to speaking the

English language during online engagement. The most significant problem today in

English language learning is that the English language learners often express anxiety

when speaking and also when communicating in the target language, according to

(Fitriah & Muna, 2019) .

As a consequence to this is foreign language anxiety can become the huge obstacles that

influences one’s acquisition in mastering a language, (Otier & Al-Otaibi, 2019).

Moreover, the Covid-19 pandemic and the need for academic

continuation, educational institutions have shifted from Face-to-face learning to

distance and online learning. So that the learning process changes into online learning

during this time of Pandemic. Educational institutions switch into more technology-

used. Hence, the teaching method switched to online learning. According to (Anderson,

2017) online learning is defined as that student is at distance from the instructor, that

the learners use some form of technology to access learning materials. Face-to-face

learning is the traditional way of instruction in which students and instructors attend an

in-person session at the same time, the instructor also leads the class and students

passively learn, according to (Ozudogru, 2021) Distance learning, however, has a

number of drawbacks or flaws. During the Covid-19 pandemic, the system was put into

place. According to (Fojtik, 2018), distance learning has some flaws, including teachers

and students having limited experience with this type of education and the necessity for
 17

comprehensive technical security. Furthermore, it contributes to students' foreign

language anxiety (Pichette, 2009), and one of the foreign language fears that students

face is

their speaking ability.

Despite several research conducted by the experts concentrating about

the students’ speaking anxiety in Speaking the English Language in

conventional to Face-to-Face English Language class, little attention is given to the

exploration of this complex psychological phenomenon anxiety in speaking the English

language at a distance. According to (Costantini et al., 2021) interactions among lower-

level phenomena such as cognitions, behaviors, emotions, motivations, and symptoms

produce a variety of complex psychological phenomena.

In this study, the research paradigm is to determine the anxiety level of

the English major students in speaking the English language during online engagement ,

wherein, researchers determined their level of anxiety when it comes to speaking the

English Language during online engagement in terms of communication apprehension,

fear of negative evaluation, and test anxiety. Online Engagement is defined as a

measure of a student’s participation in the learning process during their online learning,

according to (Martin, 2021). The Ability to speak the English language is predominantly

influenced by one of the obstacles, namely, speaking anxiety. In this research associated

with the profile of the English major students namely the respondents of this research.

Furthermore, there are three related performance anxiety (Hassani & Rajab, 2012) that

may help to determine those factors generating their anxiety in speaking the English

language, namely, communication apprehension, fear of negative evaluation, and test

 18

anxiety. Also, to determine if there is a significant difference between their anxiety level

and their profile. As a result of this study, the researchers propose intervention

strategies based on how they were able to cope with their own level of anxiety when

speaking English

during online engagement.

Input Process Output

Figure 1. Research Paradigm of the study based on these theories and literature

reviewed, this study aims at concepts that provide the framework concerning the level
 19

of anxiety of English major students when it comes to speaking the English Language

during online engagement. The paradigm of the study which is presented in the Input-

Process-Output (IPO) format. The hypothesis of the study serves as the input of this

study. The input consists of the variables of the study which includes the profile of the

respondents in terms of; year level and gender, level of anxiety in speaking the English

language during online engagement in terms of; communication

apprehension, fear of negative evaluation, and test anxiety. The input includes also the

significant difference between anxiety level of English major students in speaking the

English language during online engagement and their profile variables. The process

involves determining the profile of the English major students, level of anxiety when it

comes to speaking the English language in terms of communication apprehension, fear

of negative evaluation, and test anxiety among the English Major students. It also

includes the process of determining whether there is a significant difference between

their level of anxiety in speaking the English language during online engagement and

their profile. The output of the study will be the proposed interventions strategy to

reduce or to overcome their own level of anxiety in speaking the English

Language during online engagement.

Objectives of the Study

The researchers aimed to:

1. determine their anxiety level in speaking the English Language during

their online engagement in terms of; Communication

apprehension, Fear of Negative evaluation, and Test-anxiety.

 20

2. determine if there is a significant difference between their level of

anxiety in speaking the English Language during online

engagement and their profile .

3. propose intervention strategies on how they were able to overcome their

own level of anxiety in speaking the English Language during online

engagement of the English major

students at Panpacific University.

Research Hypothesis

Null Hypothesis

1. There is no significant difference between the level of anxiety of English major

students speaking the English Language during online

engagement in terms of year level profile.

2. There is no significant difference between the level of anxiety of English major

students speaking the English Language during online engagement in terms of

gender profile.

METHODOLOGY

In this chapter, presents the description of the research methodology

used in this study. The description of the Research Design, Locale and

Population of the study, Data Gathering Instrument, Data Gathering

Procedures, Ethical Considerations, and followed by the description of the

Treatment of the gathered data.

Research Design
 21

The study used the descriptive-correlation method, quantitative research

through questionnaires. This study was designed to determine the level of anxiety when

it comes to speaking the English Language during online engagement in terms of

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

Furthermore, it will determine if there is a significant difference between their level of

anxiety and the profile of the respondents.

Locale and Population of the Study

The research was conducted in Panpacific University which is situated in

Urdaneta City, Pangasinan wherein they are offering an academic program, Bachelor of

Secondary Education major in English.

According to (Toubot, et al., 2018), “The population is the complete set of a person that

possesses some common characteristics that are of interest to the researcher which has

been carefully considered in planning a study” according to (Toubot, et al., 2018). In this

study the population includes the

English Major students enrolled in the first semester of the academic Year 2021-2022.

Based on the aforementioned, in selecting the participants for this study, researchers

utilized a total enumeration sampling method that tends to measure the entire

population of the English Major Students at Panpacific University. The total number of

the entire population of English major students

is thirty eight (38).

Data Gathering Instrument

The researchers used a validated four point likert scale survey questionnaire to

measure the profile variables that are needed for the study. It consists of, year level and
 22

gender, online engagement and their anxiety level in speaking the English Language

during online engagement in terms of communication apprehension, fear of negative

evaluation, and test-anxiety. And if there is a significant difference between their level of

anxiety in speaking the English language during online engagement and their profile. It is

the most commonly used instrument in quantitative research. It was a list of planned

and written questions about the topic, wherein the respondents just

had to select the answers provided on the scale.

The questionnaire consists of three parts: Part I contains the profile of

the respondents. This measured year level and gender. Part II to Part III is about the

student’s anxiety level in speaking the English language during online engagement

utilizing the (4) point likert scale survey questionnaire that ranges from low to severe

anxiety. It is presented as fifteen (15) item questions in measuring the anxiety levels of

the respondents. The FLCA in item selection consideration in speaking during online

engagement comprises three dimensions, communication apprehension (1) fear of

negative evaluation (2), and test anxiety (3). In this study the levels of anxiety based on

this scale to be presented are categorized into four levels, namely,

low anxiety, mild anxiety, moderate anxiety, and severe anxiety.

Validation and reliability are both known as characteristics of a good

instrument. In this study the questionnaire was submitted to the experts validation and

to the research adviser for comments, suggestions, and also corrections. To establish

the reliability and validity of this study questionnaire that was created by the

researchers and to test the questionnaire for clarity and to provide a coherent research

questionnaire was accurately performed and validated by ESL instructors from Urdaneta
 23

City University, Lyceum-Northwestern University, and Panpacific University. All expert

validators were requested to verify the sincerity of the questionnaire items, their

wording, and their relationship to the topic. The questionnaire was adjusted according

to their feedback. The reliability, consistency, and stability of the research instrument,

the researcher utilized the equation of internal consistency using Cronbach's alpha the

test results where the values of Cronbach alpha for all variables of the study and

identification of generally higher 60% or 0.6 which is acceptable in the research and

studies, to this present study which gives the questionnaire as a whole the reliability

coefficient was 0.948 which is excellent. Wherein the total number of the

respondents in the pilot test are twenty (20) English major students.

Data Gathering Procedures

After the data Gathering Instrument, permission taken from the research

instructor. The administration of the floating of the survey questionnaires will be

formulated by the researchers through the guidance of their research adviser. The

researcher formally wrote a letter to the School Heads of Panpacific University in

Urdaneta City for their consent to conduct the study and the request to get the names

of the respondents to facilitate the data gathering instrument via google form.

The respondents answered the provided four (4) point likert scale

survey. The Data gathering will include a set of questions to measure the profile

variables that are needed for the study which includes the year level, gender, and the

level of anxiety in speaking the English Language during online engagement in terms of

communication apprehension, fear of negative evaluation, test anxiety, and if there is a

 24

significant difference between their level of anxiety in speaking the English language

during online engagement

and their profile.

Because of the current health crisis caused by the COVID-19 pandemic, the

researchers may not be permitted to visit the school, the researchers may choose to

send this formal letter via the school's official email addresses. The online survey

questionnaire was created via Google Forms and distributed. The respondent answered

the provided survey questionnaires. The results of the retrieved copies of the online

survey questionnaire were tallied. The data was then examined and interpreted using

the most applicable statistical tools.

Ethical Considerations

Informed consent was facilitated, one of the principles in this present study is

that those to whom the research applies must be informed about the purpose of the

study, and that they are the subject of the research with voluntary participation. This

particular procedure was done to protect and safeguard respondents' right to self-

determination. It was secured prior to data gathering. Privacy was maintained through

the utilization of identification number instead of name to safeguard the information

that respondents had provided. Respect for human dignity was observed which is the

right to self-determination or autonomy which means that respondents have freedom

to answer without exposing their identity. The right of self-disclosure which means that

the researchers have fully discussed the nature and purpose of the research to

respective respondents. Also, to give justice to what is due which includes the right of

privacy, the researchers ensured that every profile of the respondents was kept
 25

confidential and identification numbers were used instead of the respondents’ name.

Hence, the online data files are protected and locked with only the group can access.

Treatment of Data

One way of establishing the objectivity of the findings of the research is

subjecting the data to statistical formulas and processes. To obtain the reliability of the

study result, the statistical treatment will be utilized. The profile of the English major

students and the level of anxiety in speaking the English language during online

engagement will be measured through the

frequency counts and percentage wherein the following formula will be used:

n=number of the respondents of a certain profile

N= Total number of respondents of a certain profile

The likert scale survey questionnaire used to measure the level

of anxiety in speaking the English language during online engagement in terms of

communication apprehension, fear of negative evaluation, and test-anxiety among

English major students has the following scale of the

respondent’s response, wherein:

Table 1. The numerical, descriptive and statistical value of the study and

indicators of the research instrument of the study

Numerical Descriptive Statistical Description value

value value

4 severe 3.25-4.00 Indicates an extremely nervous and need to

escape the situation for fear of humiliating
 26

himself while speaking the English language.

moderate 2.50-3.24
Indicates mostly nervousaffecting
3 concentration and performance while
speaking the English language.

mild 1.75-2.49
Indicates a bit of nervousness in speaking the
2 English language

low 1.00-1.74
Indicates a low anxiety in speaking the English
1 language.

The level of anxiety of English major students in speaking the English

language during online engagement in terms of communication

apprehension, fear of negative evaluation and test anxiety will be using the

Average Weighted Mean with the following formula:

N=total number of the respondents

F (4)= number of responses on severe

F (3)=number of responses on moderate

F (2)=number of respondents on mild

F (1)=number of respondents on low

The significant difference between the anxiety level of English major

students in speaking the English language during online engagement and their profile

variables using the z-test formula and One way Anova formula. One way anova formula

is to determine if there is a significant difference between the anxiety level of English

major students in speaking the English language in terms of year level profile. One way

anova is used to determine if there is a significant difference between the three or more

variable groups of data. The z-test formula will be utilized if there is a significant
 27

difference between the anxiety level of English major students in speaking the English

language during online engagement in terms of gender profile. The z-test formula will be

used because it is suitable for descriptive-correlation research. The z-test is appropriate

if the number of data (respondents) from a group is 30 or more. The number of English

major students per year level was 25, 7, and 6 at the first-year level, at the second-year

level, and the third year

level. In hypothesis testing tools are used in these two formulas.

Z-test formula:

The means of the two samples, Δ is the hypothesized difference between the population

means (0 if testing for equal means), σ 1 and σ 2 are the standard deviations of the two

populations, and n1and n 2are the sizes of the two samples. In this significant difference

analysis, the probability of Type I error is . This criterion allows the correct decision of

accepting the true Null Hypothesis by 95%. At , the base z value in the standard 2-tailed

curve at which the Null hypothesis is to be tested for either acceptance or rejection is

z= 1. 96.

One way anova formula:

Solve the Sum-of-the Squares for between-group variability, 𝑺𝑺𝒃𝒆𝒕𝒘𝒆𝒆𝒏.

Formula 1: 𝑺𝑺𝒃𝒆𝒕𝒘𝒆𝒆𝒏 = 𝒏𝟏 (𝝁𝟏 − 𝝁𝑮) 𝟐 + 𝒏𝟐 (𝝁𝟐 − 𝝁𝑮) 𝟐 + 𝒏𝟑 (𝝁𝟑 − 𝝁𝑮)

𝑺𝑺𝒃𝒆𝒕𝒘𝒆𝒆𝒏 = 𝟎. 𝟎𝟑𝟗𝟓𝟎𝟑𝟓𝟏𝟏 The value of 𝑺𝑺𝒃𝒆𝒕𝒘𝒆𝒆𝒏 determines the weighted square

deviation of the group means from the grand mean.

Formula 2 solve the variance, 𝑴𝑺𝒃𝒆𝒕𝒘𝒆𝒆𝒏, or the variability measure of data

between groups. 𝑴𝑺𝒃𝒆𝒕𝒘𝒆𝒆𝒏 = 𝑺𝑺𝒃𝒆𝒕𝒘𝒆𝒆𝒏 𝒅𝒇𝒃𝒆𝒕𝒘𝒆𝒆𝒏 𝑴𝑺𝒃𝒆𝒕𝒘𝒆𝒆𝒏 = 𝟎. 𝟎𝟑𝟗𝟓𝟎𝟑𝟓𝟏𝟏 𝟐

𝑴𝑺𝒃𝒆𝒕𝒘𝒆𝒆𝒏 = 𝟎. 𝟎𝟏𝟗𝟕𝟓𝟏𝟕𝟓𝟔 The value of 𝑴𝑺𝒃𝒆𝒕𝒘𝒆𝒆𝒏 measures the variability of

 28

data between groups. Formula 3: Solve the Sum-of-square deviation for

within-group variability, 𝑺𝑺𝒘𝒊𝒕𝒉𝒊n. Formula 4: Solve the variance, 𝑴𝑺𝒘𝒊𝒕𝒉𝒊𝒏 or variability

within the three groups. 𝑴𝑺𝒘𝒊𝒕𝒉𝒊𝒏 = ∑( 𝑺𝒒𝒖𝒂𝒓𝒆𝒅 𝑫𝒆𝒗𝒊𝒂𝒕𝒊𝒐𝒏 𝒘𝒊𝒕𝒉𝒊𝒏 𝒈𝒓𝒐𝒖𝒑) ∑(𝒅𝒆𝒈𝒓𝒆𝒆 𝒐𝒇

𝒇𝒓𝒆𝒆𝒅𝒐𝒎 𝒘𝒊𝒕𝒉𝒊𝒏 𝒕𝒉𝒆 𝒈𝒓𝒐𝒖𝒑) 𝑴𝑺𝒘𝒊𝒕𝒉𝒊𝒏 = 𝑺𝑺𝒘𝒊𝒕𝒉𝒊𝒏 ∑(𝒅𝒆𝒈𝒓𝒆𝒆 𝒐𝒇

𝒇𝒓𝒆𝒆𝒅𝒐𝒎 𝒘𝒊𝒕𝒉𝒊𝒏 𝒕𝒉𝒆 𝒈𝒓𝒐𝒖𝒑). Formula 5: Solve the F-value. Formula: 𝑭 = 𝑴𝑺𝒃𝒆𝒕𝒘𝒆𝒆𝒏

𝑴𝑺𝒘𝒊𝒕𝒉𝒊𝒏 𝑭 = 𝟎. 𝟎𝟏𝟗𝟕𝟓𝟏𝟕𝟓𝟔 𝟎. 𝟎𝟓𝟗 𝑭 = 𝟎. 𝟑𝟑𝟒𝟖𝟓𝟔𝟑𝟗𝟗. Formula 6: Compare the F

value and the critical value, CV. It can be observed that the F value is less than

the critical value. 𝑭 < 𝑪𝑽 𝟎. 𝟑𝟑𝟒𝟖𝟓𝟔𝟑𝟗𝟗 < 𝟐. 𝟐𝟑 .

 29

RESULT AND DISCUSSION

The Result and Discussion, deals with the presentation, analysis, and

interpretation of data gathered by the researchers. It provides the result and its

discussion of the research problems.

In this chapter, the information on the profile of the respondents are

presented in tables and narrative forms, which discuss the year level and gender. The

indicators of the anxiety level of English major students in speaking the English language

during online engagement in terms of communication apprehension, fear of negative

evaluation, and test anxiety of the respondents. It was analyzed, and interpreted in both

table and narrative form for a better understanding of the results of the study. The

significant difference between their level of anxiety in speaking the English Language

during online engagement and their profile variables is also discussed in this chapter.

The suggested intervention strategies based on the result of the study that would help

to overcome their level of anxiety in speaking the English

language during online engagement is presented in this chapter.

PROFILE OF THE RESPONDENTS

The first research problem is to determine the profile of the English major students at

Panpacific University. A profile is a representation of information that can be used to

identify a person, such as their name, age, and individual characteristics. The profile of

the respondents, the English major students at

Panpacific University is shown in table 1.1 and table 1.2 .

Table 1.1The distribution of the English major students according to their Year Level.
 30

N=38

Profile Variables Frequency Percentage(%)

Year Level
First Year 25 65.79%
Second Year 7 18.42 %
Third Year 6 15.79%

Year Level

Anxieties vis-à-vis year level variable could be influential factor in the success or

failure in anxiety in speaking and learning the English language as a second language

according to (Berowa, 2018). The table 1.1 shows that the majority of the respondents

25 of 38 or 65.79% are first year English major students. Meanwhile, 7 of 38 or 18.42%

are the second year of English major students. While the lowest 6 of 38 or 15.79% are

third year English major students. Thus, the majority of the English major students at

Panpacific

University are enrolled in first year level.

Table 1.2 The distribution of the English major students according to their Gender.
N=38

Profile Variables Frequency Percentage(%)

Gender
Female 30 78.95%
Male 8 21.05%
 31

Gender

Gender includes the characteristics of female, male, girls and boys that are

socially constructed. According to (Berowa, 2018) “language anxiety among respondents

in all areas, they looked into gender and year-level variables that could predict English

anxiety that could be important in speaking the target language successfully or

unsuccessfully”. The table 1.2 shows the majority of the respondents of the study are 30

of 38 or 78.95% are females, while 8 of 38 or 21.05% are males. Thus, the majority of

the English

major students at Panpacific University are females.

ANXIETY LEVEL IN SPEAKING THE ENGLISH LANGUAGE IN TERMS OF

COMMUNICATION APPREHENSION, FEAR OF NEGATIVE

EVALUATION, AND TEST ANXIETY.

The second research problem aims to determine the level of anxiety of English

major students in speaking the English language during online engagement in terms of

communication apprehension, fear of negative

evaluation, and test anxiety.

Anxiety Level of English Major students in speaking the English language during online

engagement in terms of communication apprehension.

The table 2.1 presents the anxiety level of English major students in speaking

the English language during online engagement in terms of communication

apprehension.
 32

Table 2.1. Anxiety Level of English Major students in speaking the English language
during online engagement in terms of communication apprehension. N=38

Indicators Weighted Mean Interpretation

1. I worry that the messages 3.022 Moderate

I deliver will not be understood.

2. I feel very self-conscious 3.267 Severeabout

speaking the English language in class.

3. I am anxious that I will not 3.222 Moderate

be able to successfully express my
thoughts and ideas.

4. I never feel quite sure of 2.967 Moderatemyself

while I am speaking English.

5. I want to speak less 3.189 Moderate because I feel nervous

while speaking English.

Overall 3.133 Moderate

Legend: 3.25-4.00-severe anxiety; 2.50-3.24-moderate anxiety; 1.75-2.49-mild anxiety;

1.00-1.74 low anxiety

As shown on the table 2.1, it can be observed that the students’

computed levels of anxiety, expressed with weighted mean value 3.267 with an

indicator “I feel very self-conscious about speaking the English language in class” and

the descriptive level is severe anxiety. This means that the

English major students under communication apprehension, learners are experiencing

fear and very self-conscious whenever they are speaking the
 33

English language in class. These findings support the conclusion of (Gatcho, 2019)

“students under communication apprehension were found most likely to cause anxiety

among them”. Indicates that language learners have apprehension with others when

they lack established communication skills, even if they have acquired ideas. Such as

speaking English in class and being

shy of doing so, can potentially heighten the anxiety level of students.

Furthermore, an overall weighted mean of 3.133 means that anxiety the level of

English major students speaking the English language during online engagement under

communication apprehension is a descriptive level of moderate anxiety. The overall

weighted mean of 3.133 implies that the English major student's shyness is marked by

apprehension of communicating with other individuals while speaking the English

language during online engagement. Thus, the English major students are experiencing

apprehension with another person. These findings support the conclusion of (Toubot et

al., 2018) that “communication apprehension is one of the main factors that students

generate their anxiousness in speaking the English language”. It has been perceived as

hesitation, shyness or social anxiety. Anxiety occurs when a person desires to make a

particular impression on the audience but he or she lacks self-confidence in his or her

own capabilities in speaking the English language.

Anxiety Level of English Major students in speaking the English language during online

engagement in terms of fear of negative evaluation.

The table 2.2 presents the anxiety level of English major students in speaking

the English language during online engagement in terms of fear of negative evaluation.
 34

Table 2.2. Anxiety Level of English Major students in speaking the English language
during online engagement in terms of fear of negative evaluation. N=38

Indicators Weighted Mean Interpretation

1. I keep on believing 3.189 Moderate

that the other students are better
than me when speaking the
English language.

2. I pay more attention to 3.244 Moderatemy mistakes

than the
correction of errors, which
should be administered.

3. I am afraid that the 3.200 Moderateother

students will judge me when I speak English even though our classes are conducted
via Zoom or Google Meet.

4. I am afraid that my 3.322 Severe

English Teacher is ready to
correct every mistakes I
speak while speaking.

5. I am afraid that my 3.445 Severe

English teacher will asks questions I
am not yet
ready to answer.
Overall 3.280 Severe

Legend: 3.25-4.00-severe anxiety; 2.50-3.24-moderate anxiety; 1.75-2.49-mild anxiety;

1.00-1.74 low anxiety

The table 2.2 shows under fear of negative evaluation, the measures

shows the highest weighted mean 3.445 “I am afraid that my English teacher will ask

questions I am not yet ready to answer” and the descriptive level is severe anxiety. Thus,
 35

it can be seen in the result that English major students are afraid that their English

teacher will ask questions they are not yet ready to answer while speaking the English

language. Furthermore, the second highest weighted mean was 3.445 “ I am afraid that

my English Teacher is ready to correct every mistake I make while speaking” thus, they

feared the humiliation of being corrected in class especially if the teacher makes harsh

remarks. These findings support the conclusion of (Rumiyati, 2018) that “fear of

negative evaluation are the main factors of students who were overly concerned with

other people’s opinions and had apprehension about other people’s evaluation and

students’ fear of being criticized by the teacher”. It also revealed that the biggest causes

of fear of negative evaluation among students were the questions asked by teachers in

which the students were not prepared and the thoughts that their English teacher is

ready to correct every mistake they made (Gatcho & hajan, 2019).

Furthermore, an overall weighted mean of 3.280 shows that the level is severe.

Thus, the highest overall weighted mean in the anxiety level of English major students in

speaking the English language during online engagement is under fear of negative

evaluation with the overall weighted mean of 3.280 with descriptive level severe. Hence,

the English major students are experiencing a severe anxiety, apprehension about

other’s evaluations, avoidance of evaluative situations, and anxious that the others

would evaluate oneself negatively. These findings support the conclusion of (Sinaga et

al, 2020) that the primary factors causing the student speaking anxiety was under Fear

of Negative Evaluation. According to the result of their study, most of the students were

already feeling anxious about the fact that they had to speak even in a group or

individually and also being evaluated by the teacher in English class. Their conclusion
 36

was that students are afraid to speak up in class because they always think that other

students will laugh at them and judge the student who speaks in the class. This tends to

make student’s speaking anxiety arise and

make them stay silent instead of speaking.

Anxiety Level of English Major students in speaking the English language during online

engagement in terms of test anxiety

The table 2.3 presents the anxiety level of English major students in

speaking the English language during online engagement in terms of test

anxiety.

Table 2.3 Anxiety Level of English Major Students in Speaking the English language
during online engagement in terms of test anxiety. N=38

Indicators Weighted Mean Interpretation

1.The more speaking 2.933 Moderate tests I take,

the more
I am nervous

2. I am nervous that 3.100 ModerateI will

fail on my presentation, reporting and recitation.

3. I am afraid of making 3.244

Moderatemistakes during my presentation, reporting, and recitation.

4. I feel nervous when 3.344 Severe

I know that I am going to
Be called on to recite without
preparation.

5. I worry about the 3.300 Severe

consequences of failing my presentation, reporting, and recitation.
 37

Overall 3.184 Moderate

Legend: 3.25-4.00-severe anxiety; 2.50-3.24-moderate anxiety; 1.75-2.49-mild anxiety;

1.00-1.74 low anxiety

The table 2.3 shows the highest weighted mean of 3.344 reflect the statement “I

feel nervous when I know that I am going to be called on to recite without preparation”

with the descriptive value of severe anxiety. The data shows that English major students

are anxious whenever they are subjected to an English language communication test

especially without preparation. The second received a highestmean

score of 3.300 “ I worry about the

consequences of failing my presentation, reporting, and recitation” with a descriptive

value of severe. These findings support the result of (Rumiyati, 2018) that “the test

anxiety, one of the main factors, generated their anxiety level that students had fear of

failure especially if they are not yet ready to prepare”. The students argued that they

needed preparation if they would perform in class while speaking the English language.

The purpose of the preparation is to cover their anxious feelings. The effect of test

anxiety is manifest to the physical effects of dazed, trembling, sweating, heart pounding,

wrought up, and sweaty palms. Those symptoms would hinder student’s concentration

on the test performance, and they would find it difficult to finish their task because

accidentally they forget the material of the test that has been remembered before. It

means that test anxiety is related to someone’s

fear of a test taking situation.

 38

Furthermore, the overall weighted mean 3.184 with the descriptive level of

moderate anxiety. Thus, the anxiety level of English major students in speaking the

English language during online engagement is moderate anxiety. The English major is

moderately anxious about fear of failure when being assessed or being tested. These

findings support the result of (Pahargyan, 2021) which students were afraid to make

mistakes during the online class presentation. As a result students are moderately

anxious about the situations of being assessed.

The level of anxiety of English major students in speaking the English language during

online engagement in terms of communication apprehension, fear of negative

evaluation, and test-anxiety.

The table 2.4 presents the overall average of the mean scores of level of Anxiety

of English major students in speaking the English language during online engagement in

terms of communication apprehension, fear of negative

evaluation, and test anxiety.

Table 2.4 The level of anxiety of English major students in speaking the
English language during online engagement in terms of communication apprehension, fear
of negative evaluation, and test-anxiety.

Overall weighted Mean Descriptive Interpretation

Communication Apprehension 3.133 Moderate

3.280 Severe

Fear of negative evaluation

 39

Test anxiety 3.184 Moderate

3.199 Moderate
Overall Level of anxiety

The table 2.4 shows the result of the overall average value of 3.199 with the

descriptive value of moderate. Thus, the level of anxiety of English

major students in speaking the English language during online engagement in terms of

communication apprehension, fear of negative evaluation, and test anxiety is a

moderate level of anxiety. The results of the data reveal that the respondents

experienced a moderate level of anxiety in speaking the English language during online

engagement. In other words, English major students feel anxious about speaking the

English language, though even if they are at a moderate level they are still anxious in

certain situations. It supports the conclusion of (Pahargyan, 2021), (Mohammad, et al.,

2021) and (Toubot et al. 2018) that “students are moderately anxious in speaking the

English language during online learning”. It tended to be anxious about speaking English

in class during their class engagement despite the fact that it was conducted via online

learning because of the Covid-19 pandemic. This present study researcher discovered

that during online engagement students are still anxious in speaking English even if it is

at a moderate level. Furthermore, this study's findings revealed that fear of negative

evaluation components received the highest overall average weighted mean, followed

by test anxiety and lastly the communication apprehension components. It supports the

conclusion of (Mobarak, 2020) that under fear of negative evaluation received the
 40

highest average in his study of factors for English language speaking anxiety among

students. The highest overall weighted mean in the anxiety level of English major

students in speaking the English language during online engagement is under fear of

negative evaluation with the overall weighted mean of 3.280 with descriptive level

severe anxiety. Thus the English major students are experiencing a severe anxiety,

apprehension about other’s evaluations, avoidance of evaluative situations, and anxious

that the others would evaluate oneself negatively. Furthermore it is followed by test

anxiety, and lastly the communication apprehension. Thus, these findings support the

conclusion of (Rumiyati, 2018) that “the three components of foreign language anxiety

in speaking have a big impact on a student’s teaching learning process especially in

speaking”. In this case, communication apprehension, test anxiety and fear of negative

evaluation were the main factors of student’s speaking anxiety. In his conclusion, those

factors really had a big impact on students' speaking performance. The students faced

anxious, afraid, heart pounding, shy, confused, nervous. In short, anxiety made students'

speaking performance lower. Nevertheless, English major students at Panpacific

University are still anxious in speaking the English language during online engagement

with the descriptive level of moderate anxiety.

The Difference between the level of anxiety in speaking the English language during

online engagement and their profile.

The third research problem is sought to answer if there is a significant difference

between the level of anxiety of English major students in speaking the English language

during online engagement and their profile.

 41

Their profiles were categorized in year level and gender.

Difference between the anxiety level of English major students in speaking the English

language during online engagement and their year level profile.

The table 3.1 presents the difference between the anxiety level of English major

students in speaking the English language during online engagement and their year

level profile.

Table 3.1 Difference between the anxiety level of English major students in
speaking the English language during online engagement and their year level profile.

Source Sum of Degree of Mean Fvalue

Squares freedom Squares
Between 𝟎. 𝟎𝟑𝟗 2 𝟎. 𝟎𝟏𝟗𝟕𝟓
Groups
Within Group 𝟐. 𝟒𝟕𝟓 42 0.059 = 𝟎.𝟑𝟑𝟒𝟖𝟓𝟔𝟑𝟗

The table 3.1 presents the result of the difference between the anxiety level of

English major students in speaking the English language and their year level profile. It

can be observed that the F value is less than the critical value 2.3. 𝑭 < 𝑪𝑽 𝟎. 𝟑𝟑𝟒𝟖𝟓𝟔𝟑𝟗𝟗

< 𝟐.3. Since the value of the 𝐻𝑜 is less than the value of the critical value, it follows that

the null hypothesis must be accepted. The acceptance of the null hypothesis is a correct

decision by about 95%. The statistic shows that there is no significant difference among

the mean level of anxieties computed from the data samples from First-Year Level,

Second-Year Level, to Third-Year Level English major students. The statistics implies that

all students in all year levels are experiencing anxiety level in speaking the English
 42

language in terms of communication apprehension, fear of negative evaluation, and test

anxiety. In this particular statistical analysis all the levels of anxiety in speaking the

English language, from First-Year students to Third-Year students are all within

moderate levels and figures are very close to one another. It supports the conclusion of

(Sadiq, 2017) that there is no significant difference between the anxiety level according

to their year level of the specific program. Furthermore, in this present study

researchers discovered that there is no significant difference between the level of

anxiety of English major students in speaking the English language and their year

level profile. Thus, the null hypothesis one is accepted.

Difference between anxiety level in speaking the English language during online

engagement and their gender profile

The difference between the anxiety level in speaking the English language

during online engagement and their gender profile is presented in table 3.2.

Table. 3.2 Difference between anxiety level in speaking the English language
during online engagement and their gender profile

Male Female

Mean Level of Anxiety 2.853 3.251

Standard Deviation 0.330176 0.125904

z 7.138008

The table 3.2 shows that the computed value of z = 7.138008 is relatively
 43

higher than 1.96. This means that the computed z is 1.96 or within the rejection region

of the standard curve. The statistic suggests that the Null Hypothesis should be rejected.

It can be seen from the z statistic data that the anxiety level of male is lower compared

to the anxiety level of females. The average anxiety level of males is mean of µ𝑚=2.853

wherein the descriptive value is moderate while the anxiety level of females is mean

µ𝑚=3.251 wherein the descriptive value is Severe. Females require more attention than

males to reduce their anxiety level in speaking the English language. The findings of this

study supports the conclusion of (Long, 2020) that “in general, female undergraduates

36 Undergraduates' Speaking Anxiety in English as a Second Language (ESL) had higher

level of speaking anxiety than male undergraduates in English as a foreign language

speaking anxiety”. Furthermore, the findings of this study supports the conclusion of

(Ozturk & Gurbuz, 2014) revealed that there is a significant difference between genders in

terms of speaking anxiety level. Female students have demonstrated a moderate level

of anxiety whereas male students experienced speaking anxiety at a low level. With

regard to these results, it can be said that female students are more anxious while

speaking English and they are more worried about speaking English. As a result, in the

light of different studies, it can be seen that gender plays a remarkable role in speaking

anxiety. The findings of this study is there is a significant difference between the level of

anxiety in speaking the English language during online engagement in terms of gender

profile of the respondents. Thus, the null hypothesis is rejected. It shows that the

females are more anxious in speaking the English language than the male.
 44

Alleviating anxiety interventions strategy to overcome the level of anxiety of English

major students in speaking the English language during online engagement.

Based on the results and findings of the study, an intervention strategy to address the

level of anxiety of English major students at Panpacific University in speaking the English

language during online engagement.

 45

Table 4.1. Alleviating anxiety intervention strategy to overcome the anxiety level of
English major students in speaking the English language during online engagement in
terms of communication apprehension.

Experience builds Make it possible for students to achieve success. Simultaneously, urge
confidence students to gather experience and practice whenever and wherever they
can by responding to whatever interlocutors say. As a result students will
overcome shyness in speaking as they give their ideas and thoughts while
speaking the English language during their online engagement. Seek out
public speaking opportunities to desensitize the fear of communication
apprehension.

Credit self- for Self-affirming statements are positive phrases about yourself because it
affirmation assists students overcome their fears and negative emotions. Tell yourself
that, "I am confident", "I am capable on speaking English language", and "I
can do this" these are examples of self-affirming statements that students
can apply to overcome their fear on speaking the English language during
their online engagement

Take a few deep

This intervention strategy is for relaxing the body by doing something, such
breaths as, trying to calm down and also take a deep breath, the more relaxed you
are, the more anxiety will be lost. Making their body by doing something
turns nervous energy into positive energy through a calming release of
breath. By listening to English songs, try to stay calm before speaking. This
strategy is easy for them to think and respond to their teacher successfully
while speaking the English language. Relaxing during conversations and
speaking acts will help individuals to feel comfortable in class. This will give
them the feeling of ease and comfort in speaking without losing focus.

Table 4.2 presents the intervention strategy to overcome the level of anxiety in speaking

the English language during online engagement in terms of fear of

negative evaluation of English major students at Panpacific University.

Table 4.2. Alleviating anxiety intervention strategy to overcome the anxiety level of
English major students in speaking the English language during online engagement in
terms of fear of negative evaluation.
 46

Teacher Immediacy
Verbal and nonverbal communicative behaviors that convey positive
messages of liking and connection, minimize the psychological distance
between students and improve student motivation, and reduce anxiety in
speaking the English language during online engagement. Specifically the
importance of having personal links to the students, and sometimes
showing a sense of humor or smiling at them in order to strengthen the
relationship, which in turn can make the students more relaxed in speaking
situations and encourage students to envision themselves as fluent,
confident speakers, and to remember that listeners want them to succeed.

A set of rules and A set of class rules and norms was negotiated with the students. Prohibited
norms to make fun of a bad answer, and a "error tolerance" criterion was
established. Errors were recognized as part of the learning process, and
students were encouraged to seek help without fear of being judged.

Credence the need Behaviour that could be seen as a threat to these students’ social image
for self worth and a potential source of anxiety will be avoided. These measures aimed
protection at reducing preoccupation with fear of negative evaluation, “could
increase their language skills” (Gregersen and Horwitz, 2002).

Table 4.3 presents the intervention strategy to overcome the level of anxiety in speaking

the English language during online engagement in terms Test

anxiety of English major students at Panpacific University.

Table 4.3. Alleviating anxiety intervention strategy to overcome the anxiety level of
English major students in speaking the English language
during online engagement in terms of test anxiety.

Earmarked time for In the confidence-building stage, adequate planning time allows students to
planning, become familiar with what they want to say and build success in
preparation,and engagement in class. Learners can rehearse and modify what they want to
practice. express. The feeling of preparedness boosts the student’s self confidence.
Preparation helps them in achieving their goals and mastery of the specific
speaking activities. Helps students reduce their fear of failure and minimize
their anxiety level in speaking the English language during their online
engagement in speaking tasks .
 47

Acceptance of Students always remember that mistakes are part of learning and mastering
mistakes. the English language. Somehow, teachers should tolerate the mistakes made
by the students and inform them that making mistakes is inevitable in learning
to speak confidently in a foreign language. Always remember that it is okay to
make mistakes in speaking the English language, it is the process to master the
language and reduces the anxiety level among English major students.

Provision of praise Praising these students even if it is a minor accomplishment gives a positive
effect to students. It boosts their confidence and trust in their ability to speak
English and reduces their anxiety, such as using verbal praise to students for
her presentation, reporting, and recitation.

CONCLUSION AND RECOMMENDATIONS

This presents the conclusion and suggestions and recommendations of the

researchers based on the findings of the study.

Conclusion

1. The majority of the English major students according to their year level are first

year level and majority of the English major students associated with their

gender are female.

2. The anxiety level of English major students in speaking the English language

during online engagement are moderate anxiety; the highest components or

factors that increases their anxiety are received under fear of negative

evaluation that is found with a descriptive value of severe; and the second

component or factors that generate their anxiety is under test anxiety that found

with a descriptive value of moderate, and followed by communication

apprehension that found the

descriptive value of moderate . Nevertheless, English major students at

Panpacific University are still anxious in speaking the English language during
 48

online engagement in terms of communication apprehension, fear of negative

evaluation and test anxiety with the descriptive level of moderate anxiety.

3. The difference between anxiety level of English major students in speaking the

English language during online engagement to their gender profile is statistically

significant. While their anxiety level in speaking the English language during

online engagement in terms of

their year level profile is not significantly different.

4. Focused on the proposed intervention strategies that will help the English major

students at Panpacific University to overcome their anxiety level in speaking the

English language during online engagement.

Recommendation

1. To minimize the anxiety level of English major students at Panpacific University

in speaking the English language during online engagement in terms of year level

and gender, teachers should establish a supportive learning atmosphere as early

as possible since the majority of the English major students are in first year level

so that in going their next academic year they are all free from fear and

anxiousness in terms of their oral task situations; teachers should be supportive

of students' learning processes and provide a safe, relaxed, and welcoming

environment in class especially for females so that students are confident in their

ability to express themselves speaking the English language. Creating a

supportive learning class community creates the environment for effective

motivation and a collaborative attitude that can assist in reducing shyness and
 49

confusion of the students while speaking the English language during online

engagement for the rest

of their academic year.

2. To address the level of anxiety of English major students in speaking the English

language during online engagement in terms of

communication apprehension, must use the positive thinking strategy; this

strategy is characterized by cooling down the pressure of the problematic

cognitive process underlying a student's anxiety in speaking, thinking that

everything is well. The use of positive thinking, such as picturing oneself having a

spectacular performance and trying to embrace the tension, are used to divert

attention away from the anxious situation. Try to be confident, tell yourself that

English is easy, try not to think of people around you, believe in yourself, imagine

yourself giving a great performance, tell yourself that you can do it, tell yourself

that you are better than the others. These strategies are intended to divert

attention from the stressful situation to positive and pleasant cues and bring

relief to the anxious student in speaking the English language and successfully

speak English. To address the level of anxiety of English major students in

speaking the English language during online engagement in terms of fear of

negative evaluation, providing indirect rather than direct correction; in this

strategy avoid direct correction in speaking activities, teachers must avoid direct

correction to learners or on-the-spot correction because it can diminish students'

confidence because it discourages learners who are afraid of "sounding funny"

from trying out new words, a lack of confidence when speaking English, and as
 50

well as self-esteem according to (Yiakhong & Usaha, 2012). Teachers also sought

to foster the belief that they should strive to continue speaking activities despite

making mistakes. To address the level of anxiety of English major students

speaking the English language during online engagement in terms of test anxiety,

using the preparation strategy; to this strategy students are to control their own

self by means of improving learning and study strategies. Such as, study hard,

prepare themselves better before entering the class such as peruse the material

given by their teacher, practice English in mind, think carefully about where

having trouble and improve it, try to perform the best as they can everyday, try

to read and watch English speaker in video it would help them to speak and also

noting so that it easy in the process of learning in the class. The use of these

strategies would be expected to increase students’ mastery of the subject matter

and mastery in speaking English as a second language, and hence reduce their

fear of failure. The more they are well prepared, makes them more confident in

speaking and hence, decreases their

anxiety.

3. The teachers must provide fun-loving and proper speaking

activities that will reduce anxiety and enhance students to successfully speak the

English language during online engagement. Teachers must create a classroom

environment which is engaging to all year level English major students at

Panpacific University to speak and express themselves through various speaking

activities especially to females.

 51

Teachers must be very creative in formulating speaking activities so that students

will not just have fun in doing their speech activities but also learn and apply

theories into real life learning. Thus, they will be less anxious about speaking the

English language if they feel the fun-loving learning environment and they will

successfully engage in

oral tasks without hesitation and fear.

4. Lastly, it is essential for English major students to cope with the anxiety in

speaking the English language so that it will not affect their learning and

performance in class during their online engagement. Hence, it is essential for

the teachers as the facilitators in class to be able to minimize the anxiety of the

English major students during online engagement in speaking English by carrying

out the intervention strategies mentioned by the researchers. Thus, English

major students can successfully speak the English language without fear and

anxiousness during online engagement.

REFERENCES

Ahmad, S. R., (2021) Importance of English communication skills. International Journal

of Applied Research, 2(3), 478-480 . Retrieved from
https://www.allresearchjournal.com/archives/?year=2016&vol=2&issue
=3&part=H&ArticleId=1684

Alrabai, F. (2014), AModel of Foreign Language Anxiety in the Saudi EFL Context. English
Language Teaching, 7 (7), 82 . Retrieved from
https://files.eric.ed.gov/fulltext/EJ1076025.pdf

Amir, L. R., Tanti, I., Maharani, D. A., Wimardhani, Y. S., Julia, V., Sulijaya, B., &
Puspitawati, R. (2020). Student perspective of classroom and distance learning
during COVID-19 pandemic in the undergraduate dental study program
Universitas Indonesia. BMC Medical Education, 20(1), 392. Retrieved from
https://doi.org/10.1186/s12909-020-02312-0
 52

Anderson, M. (2017). Theories and Frameworks for Online Education: Seeking an

Integrated Model, DISTANCE-EDUCATOR. Retrieved from https://www.igi-
global.com/dictionary/what-can-college-teachers-lear n-from-students-
experiential-narratives-in-hybrid-courses/20995

Berowa, A. M. C., (2018). LEVELS OF LANGUAGE ANXIETY TOWARD

ENGLISH: A SAMPLE FROM DAVAO DEL NORTE. The Online Journal of New
Horizons in Education, Volume 8, Issue 3, 118-128 Retrieved from
https://www.tojned.net/journals/tojned/articles/v08i03/v08i03-12.pdf

Boshosh, S., Nejad, M. A., Rastegar, M., Marzban, A., (2013). The Relationship between
Shyness, Foreign Language Classroom Anxiety, Willingness to
Communicate, Gender, and EFL Proficiency. Theory and Practice in Language
Studies, 3(11), Retrieved from
https://www.researchgate.net/publication/252320773_The_Relationshi
p_between_Shyness_Foreign_Language_Classroom_Anxiety_Willingne
ss_to_Communicate_Gender_and_EFL_Proficiency

Boshosh, S., Nejad, M. A., Rastegar, M., Marzban, A., (2013). The Relationship between
Shyness, Foreign Language Classroom Anxiety, Willingness to
Communicate, Gender, and EFL Proficiency. Theory and Practice in Language
Studies, 3(11), Retrieved from
https://www.researchgate.net/publication/252320773_The_Relationshi
p_between_Shyness_Foreign_Language_Classroom_Anxiety_Willingne
ss_to_Communicate_Gender_and_EFL_Proficiency

Butler, J. P., (1997). English Language Anxiety and Stress among Saudi Students in the
First Year at College of Sciences and Arts in Dharan
Aljanoob. International Journal of Linguistics, Literature and Translation
(IJLLT) JLLT 2(1):270-275, Retrieved from
https://files.eric.ed.gov/fulltext/ED593435.pdf

Byrne, M., Flood, B., & Shanahan, D. (2012a). A qualitative exploration of oral
communication apprehension. Accounting Education, 21(6), 565-581.
Retrieved from https://doi.org/101080/09639284.2012.725636

Byrne, M., Flood, B., & Shanahan, D. (2012b). A qualitative exploration of oral
communication apprehension. Accounting Education, 21(6), 565-581.
Retrieved from https://doi.org/101080/09639284.2012.725636

Costantini, G., Richetin, J., Preti, E., Casini, E., (2021). Personality Traits in
Social Interactions: A Tutorial on Network Analysis of Personality
 53

Dynamics. Retrieved from

https://www.researchgate.net/publication/332971429_Personality_Trait
s_in_Social_Interactions_A_Tutorial_on_Network_Analysis_of_Personali
ty_Dynamics

Cooper. K. M., Downing, V. R., Brownell, S. E. (2018). The influence of active learning
practices on student anxiety in large-enrollment college science classrooms.
International Journal of STEM Education, Vol.5: 23 . Retrieved from
https://stemeducationjournal.springeropen.com/articles/10.1186/s405 94-018-
0123-6

Dash, S. (2021). Different Levels of Anxiety. The recovery Table. Retrieved from
https://www.therecoveryvillage.com/mental-health/anxiety/related/lev els-of-
anxiety/
Elaldi, S. (2016). Foreign language anxiety of students studying English Language
and Literature: A Sample from Turkey. Academic Journal, Vol.
11(6), pp. 219-228, Retrieved from
https://www.researchgate.net/publication/298334086_Foreign_languag
e_anxiety_of_students_studying_English_Language_and_Literature_A_S
ample_from_Turkey

Fakieh Alrabai (2014) A Model of Foreign Language Anxiety in the Saudi EFL Context.
English Language Teaching; Vol. 7, No. 7; 2014 Retrieved from
https://files.eric.ed.gov/fulltext/EJ1076025.pdf

Fitriah, F. & Muna, H. (2019). FOREIGN LANGUAGE SPEAKING ANXIETY: A CASE STUDY
AT ENGLISH DEPARTMENT STUDENTS OF IAIN
LHOKSEUMAWE AND AL MUSLIM UNIVERSITY. Jurnal Ilmiah
DIDAKTIKA, VOL. 19, NO. 2, 140-158, Retrieved from
https://www.google.com/search?q=(Fitriah+and+Muna%2C+2019)+.&
oq=(Fitriah+and+Muna%2C+2019)+.&aqs=chrome..69i57.1081j0j7&so
urceid=chrome&ie=UTF-8#:~:text=Foreign%20Language%20Speaking
%20Anxiety%3A%20A,jurnal.ar%2Draniry.ac.id

Fojtik, R., (2018). PROBLEMS OF DISTANCE EDUCATION. ICTE journal, 7(1):

14-23, Retrieved from
https://periodika.osu.cz/ictejournal/dokumenty/2018-01/ictejournal-2 018-1-
article-2x.pdf

Gatcho, A. R. J., Hajan, B. H., (2019). WHAT IS SO SCARY ABOUT LEARNING ENGLISH?
INVESTIGATING LANGUAGE ANXIETY AMONG FILIPINO
COLLEGE STUDENTS.Journal of English Education and Applied
 54

Linguistics. Vol. 8.-2. P.127-143. Retrieved from

https://files.eric.ed.gov/fulltext/ED605001.pdf

Hassania, S., Rajab, S. (2012) General Communication Anxiety among EFL Students; a
Case of Iranian Students of Intensive English Programs. Social and Behavioral
Sciences Vol.6 410 – 418. Retrieved from
https://pdf.sciencedirectassets.com/277811/1-s2.

Kriangkrai Yaikhong1 & Siriluck Usaha1.A Measure of EFL Public Speaking Class Anxiety:
Scale Development and Preliminary Validation and
Reliability .English Language Teaching; Vol. 5, No. 12 Retrieved from
https://files.eric.ed.gov/fulltext/EJ1080110.pdf

Long, K. L. Y., Yi, Y. J., Phek lin, S. S., (2020). Undergraduates’ Speaking
Anxiety in English as Second Language (ESL) Classrooms. International Journal of
Service Management and Sustainability 4(1):25. Retrieved from
https://www.researchgate.net/publication/339945146_Undergraduates'
_Speaking_Anxiety_in_English_as_Second_Language_ESL_Classrooms

Martin, F., Bolliger, D. U. ( 2021) Engagement Matters: Student Perceptions on the

Importance of Engagement Strategies in the Online Learning
Environment. The online learning premier journal. Vol.4, 35-57. Retrieved from
https://olj.onlinelearningconsortium.org/index.php/olj/article/view/10 92

Marzec, S. M., (2015). Investigating foreign language speaking anxiety among

advanced learners of English. Learning and Testing Speaking in a Second

Language. Vol. 5 103-119. Retrieved from
https://link.springer.com/chapter/10.1007%2F978-3-642-38339-7_7
Mobarak, M., S., K.,(2020). REASONS FOR ENGLISH LANGUAGE SPEAKING ANXIETY
AMONG STUDENTS IN PRIVATE UNIVERSITIES OF BANGLADESH. Journal of
Education and Social Sciences,s, Vol.
16:33-41.Retrieved
fromhttps://www.jesoc.com/wp-content/uploads/2020/12/JESOC16-02
2.pdf

Mohammad, A., Zawawi, F. A. N., Al-Aidaros, A., (2021). Level of Language

Anxiety in Classroom among Students in a Higher Education Institute in Malaysia.
Studies in Humanities and Education, Volume 2, Issue 1: 45 – 55.
Retrieved from https://www.sabapub.com/index.php/she/article/view/173

Muslem, A., Mustafa, F., Usman, B. & Rahman, A. (2017). The Application of Video Clips
with Small Group and Individual Activities to Improve
 55

Young Learners' Speaking Performance. Teaching English with

Technology, Vol. 17(4), 25-37 . Retrieved from
https://www.learntechlib.org/p/190531/.

Okatan S. (2016), Anxiety and its Effects on Adult Learners who are Learning
Two Foreign Languages Concurrently. International Journal of Humanities and
Social Science, 7(11), 126. Retrieved from
https://www.ijhssnet.com/journals/Vol_7_No_11_November_2017/15.p df

Otier, I. N., Al-Otaibi, A. N., (2019). Foreign Language Anxiety: A Systematic

Review. Arab World English Journal, vol10no3.21,Pp. 309-317. Retrieved from
https://awej.org/foreign-language-anxiety-a-systematic-review/

Ozturk, G., & Gurbuz, N., (2014). Speaking anxiety among Turkish EFL learners: The
case at a state university. JOURNAL OF LANGUAGE AND LINGUISTIC STUDIES,
10(1), 1-17, Retrieved from
https://www.researchgate.net/publication/292991923_Speaking_anxiet
y_among_Turkish_EFL_learners_The_case_at_a_state_university

Özüdoğru*, G. (2021). Problems faced in distance education during Covid-19

Pandemic.Participatory Educational Research (PER),Vol. 8(4), pp.
321-333. Retrieved from https://files.eric.ed.gov/fulltext/EJ1300914.pdf

Pahargyan, T. (2021). STUDENTS’ ANXIETY IN SPEAKING ENGLISH DURING DISTANCE

LEARNING. UC Journal: ELT, Linguistics and Literature Journal,
Vol. 2, No. 1, pp. 1-13. Retrieved from
https://e-journal.usd.ac.id/index.php/UC/article/view/3240

Pappamiiel, E. N., (2002). English as a Second Language Students and English Language
Anxiety: Issues in the Mainstream Classroom. Retrieved from
http://www.lchc.ucsd.edu/MCA/Mail/xmcamail.2004_09.dir/att-0070/0 1-
RT0363English.pdf

Pichette, F. (2009). Second Language Anxiety and Distance Language

Learning. Foreign Language Annals, 42(1), 77-93. Retrieved from
https://www.learntechlib.org/p/70456/.

Rumiyati & Seftika, (2018). ANXIETY OF SPEAKING ENGLISH IN ENGLISH FOREIGN

LANGUAGE (EFL) CLASS. Journal of English Education E- ISSN,
2621-3680 Literature and Linguistics, Vol. 1(1): 46-61 . Retrieved from
https://media.neliti.com/media/publications/276591-anxiety-of-speaki ng-
english-in-english-f-fc95b885.pdf
 56

Sadiq, J. M., (2017). Anxiety in English Language Learning: A Case Study of

English Language Learners in Saudi Arabia. English Language Teaching, Vol. 10,
No. 7. Retrieved from https://files.eric.ed.gov/fulltext/EJ1144344.pdf

Sinaga, A.G. H., Syahrial, Hati, G. M., (2020). Students’ Speaking Anxiety in English
Class. Journal of Development and Innovation in Language and Literature
Education. Volume 1 Number 1, P. 44 -56 . Retrieved from
file:///C:/Users/User/Downloads/13-Article%20Text-157-1-10-2020072
9.pdf

Subedi, S. (2020). Impact of E-learning during COVID-19 Pandemic among Nursing

Students and Teachers of Nepal. International Journal of Science and Healthcare
Research, 5(3), 68-69 . Retrieved from
https://ijshr.com/IJSHR_Vol.5_Issue.3_July2020/IJSHR0012.pdf

Toubot, A. M., Seng, G. H., Abdullah, A. M. T. (2018). Examining Levels and Factors of
Speaking Anxiety among EFL Libyan English Undergraduate
Students. International Journal of Applied Linguistics and English
Literature 7(5):47, 7(5):47, Retrieved from
https://www.researchgate.net/publication/327685935_Examining_Level
s_and_Factors_of_Speaking_Anxiety_among_EFL_Libyan_English_Und
ergraduate_Students

Wang, X., & Zhang, W., (2021). Psychological Anxiety of College Students'
Foreign Language Learning in Online Course. Frontiers in Psychology,
Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8194312/

Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC Journal,
37(3). Retrieved from
https://journals.sagepub.com/doi/10.1177/003368820607131 5

Yan, J. X., & Horwitz, E. K. (2008). Learners’ perceptions of how anxiety interacts with
personal and instructional factors to influence their achievement in English: A
qualitative analysis of EFL learners in China. Language Learning, 58(1), 151-183.
Retrieved from
https://www.researchgate.net/publication/227816464_Learners'_Perce
ptions_of_How_Anxiety_Interacts_With_Personal_and_Instructional_Fac
tors_to_Influence_Their_Achievement_in_English_A_Qualitative_Analys
is_of_EFL_Learners_in_China
 57

APPENDICES

Appendix A
Letter to Research Adviser

28, October 2021

Grace Arcega Dear

Ms. Arcega,

Greetings!

We, the Education students are currently enrolled in our research class for this term.
Related to this, we would like to ask for your time and expertise as our RESEARCH
ADVISER for our study with the following details:

Research Members:
● Osis, Caroline
● Agustin, Aihram
● Marzan, Catherine
● Tabelisma, Majane

Working Research Title: “Anxiety level in speaking the English Language during Online
Engagement among English Major students”

Research Problems:
1. What is the profile of the Bachelor of Secondary Education Major in English at Panpacific
University? a.) Year Level
b.) Gender
c.) Online Exposure
2. What are those possible factors generating their anxiety when it comes to speaking the
English Language during online engagements?
3. What are those strategies that will help them to overcome their anxiety in speaking the
English Language during online engagement among English Major students at Panpacific
University?

Research Methodology (Design): Quantitative Research

 58

We are hopeful that you can guide, assist, and collaborate with us for the completion of
our research engagement.

We are looking forward to your affirmative response related to this matter.

Thank you very much.

For research, Noted by:

CAROLINE T. OSIS VIRGO C. LOPEZ Research Group Leader Research Teacher

 59

Appendix B Approved Research

Adviser

Appendix C
Letter to Registrar Office

15 November 2021
CELIA N. TACTACAN
Registrar

Dear Ms. Tactacan:

Greetings!

We, the BSE- English IV students, are currently working on our research entitled
“Anxiety level of English Major students in speaking the English Language during Online
Engagement” in partial fulfillment of the requirements for the subject Education Research
(Methods, Statistics, and Proposal).

In view hereof, we would like to request for a copy of the total number of students enrolled in
the BSE-English program for the school year 2021-2022 who would serve as our research
respondents. Your positive response to this will surely help a lot in the completion of our
research study. We assure you that the data will be used only for the research study and we will
strictly observe privacy and confidentiality.
 60

We are looking forward to your affirmative response related to this matter.

Thank you very much.

For research, Noted by:

CAROLINE OSIS VIRGO CLEMENTE LOPEZ

Research Group Leader Research Faculty

GRACE G. ARCEGA
Research Adviser
Appendix D Total
Population
 61

Appendix E
Letter to Expert Validators

21 November 2020

Greetings of Peace and Love!

The undersigned is currently working on a dissertation titled “Anxiety level of English

Major students in speaking the English Language during Online Engagement”.
 62

This quantitative research study purports to deal with the

following research objectives:
1. What is the profile of the English major students at Panpacific University In terms of: a.)

Year Level

b.) Gender

2. What is the level of anxiety when it comes to speaking the English language during online

engagement among English Major students in terms of:

a. Communication apprehension

b. Fear of negative evaluation

c. Test-anxiety

3. Is there a significant difference between their level of anxiety in speaking the English

Language during online engagement and their profile?

4. What are the proposed intervention strategies that will overcome their anxiety level in

speaking the English Language during online engagement among English Major students at

Panpacific University?

Relative to this, I would like to request your expertise in reviewing and invalidating the
content and relevance of my prepared research instrument (Focus survey Questionnaire).
Attached are the said questions for your reference.

I would greatly appreciate your comments and suggestions for the continuous

improvement of my paper. Thank you very much.

For the research and the education sector, Noted by:

Caroline T. Osis
student leader

Ms. Grace Arcega Garcia

Student Adviser
 63

Appendix F
Validation Form to Establish the Content Validity of the
Questionnaire

DIRECTION: Attached with this validation form is a questionnaire containing items pertaining to
the “Anxiety level of English Major Students in speaking the English Language During
Online Engagement
Kindly evaluate the items and indicate the extent of your appraisal in each item as listed by
putting a check mark (√) on the blank space opposite each criterion using the corresponding
scale as indicated:
Excellent Very Good Fair Poor
Indicators Good
(5) (4) (3) (2) (1)
A. Representation of the content

1. The questionnaire proportionally ✓

represents to measure Anxiety level of
English Major students in speaking the
English Language during Online
Engagement

2. The questionnaire is logically ✓

distributed with respect to English major
students
B. Suitability of the Survey
Questionnaire
1. The questionnaire is worded in a brief ✓
and concise manner that caters to the
ability of the English Major students

2. The Survey questionnaire is ✓

worded to cater to the
English
major students
C. Suitability of the Questionnaire to the
Behavioral Pattern of the English Major
students
1. The questionnaire reflects the actual ✓
status of the English major students

2. The questionnaire is written to cater to ✓

the behavioral pattern of the English
major students
Name and Signature of Validator
Validation Form to Establish the Content Validity of the
Questionnaire
 64

DIRECTION: Attached with this validation form is a questionnaire containing items pertaining to
the “Anxiety level of English Major Students in speaking the English Language During
Online Engagement
Kindly evaluate the items and indicate the extent of your appraisal in each item as listed by
putting a check mark (√) on the blank space opposite each criterion using the corresponding
scale as indicated:
Excellent Very Good Fair Poor
Indicators Good
(5) (4) (3) (2) (1)
A.Representation of the content

1. The questionnaire proportionally ✔

represents to measure Anxiety level of
English Major students in speaking the
English Language during Online
Engagement

2. The questionnaire is logically ✔

distributed with respect to English major
students
B. Suitability of the Survey
Questionnaire
1. The questionnaire is worded in a brief ✔
and concise manner that caters to the
ability of the English Major students

2. The Survey questionnaire is ✔

worded to cater to the
English
major students
C. Suitability of the Questionnaire to the
Behavioral Pattern of the English Major
students
1. The questionnaire reflects the actual ✔
status of the English major students

2. The questionnaire is written to cater to ✔

the behavioral pattern of the English
major students

ARLYN OTANES OLIVER

Name and Signature of Validator

Validation Form to Establish the Content Validity

 65

of the Questionnaire

DIRECTION: Attached with this validation form is a questionnaire containing items pertaining to
the “Anxiety level of English Major Students in speaking the English Language During
Online Engagement
Kindly evaluate the items and indicate the extent of your appraisal in each item as listed by
putting a check mark (√) on the blank space opposite each criterion using the corresponding
scale as indicated:
Excellent Very Good Fair Poor
Indicators Good
(5) (4) (3) (2) (1)
A.Representation of the content

1. The questionnaire proportionally ✔

represents to measure Anxiety level of
English Major students in speaking the
English Language during Online
Engagement

2. The questionnaire is logically ✔

distributed with respect to English major
students
B. Suitability of the Survey
Questionnaire
1. The questionnaire is worded in a brief ✔
and concise manner that caters to the
ability of the English Major students

2. The Survey questionnaire is ✔

worded to cater to the
English
major students
C. Suitability of the Questionnaire to the
Behavioral Pattern of the English Major
students
1. The questionnaire reflects the actual ✔
status of the English major students

2. The questionnaire is written to cater to ✔

the behavioral pattern of the English
major students

Saty Prestoza
Name and Signature of Validator
 66

Appendix G Letter Request for Pilot

Testing
Indicators Excellen t Very Good Fair M DE
Good
(5) (4) (3) (2)

A.Representation of the content

1. The questionnaire proportionally 2 1 4.67 Ex

represents to measure Anxiety level of
English Major students in speaking the
English Language during Online
Engagement

2. The questionnaire is logically 2 1 4.67 Ex

distributed with respect to English major
students
B. Suitability of the Survey
Questionnaire
1. The questionnaire is worded in a brief 2 1 4.33 Ex
and concise manner that caters to the
ability of the English Major students

2. The Survey questionnaire is 2 1 4.33 Ex

worded to cater to the
English
major students
C. Suitability of the Questionnaire to the
Behavioral Pattern of the English Major
students
1. The questionnaire reflects the actual 2 1 4.67 Ex
status of the English major students

2. The questionnaire is written to cater to 1 1 1 4 VG

the behavioral pattern of the English
major students
Overall Mean 4.75 Ex

Legend:

Scale Scale Limit Descriptive Equivalent

5 4.20-5.00 Excellent (Ex)
4 3.40-4.19 Very Good (VG)
3 2.60-3.39 Good (G)
2 1.80-2.59 Fair (F)
1 1.00-1.79 Poor (P)
Appendix H
Letter Request for Pilot Testing
 67

26, November 2021

Dr. Virgo Lopez, Dean

of RP-SEA

Dear Dr. Lopez,

Greetings!

We, the Bachelor of Secondary Education Major in English students from Romeo Padilla-
School of Education and Arts would like to ask for your permission sir to conduct our
Pilot testing with the available and qualified participants for our research study with the
following details:

Research Members:
● Osis, Caroline
● Agustin, Aihram
● Marzan, Catherine
● Tabelisma, Majane

Working Research Title: “Anxiety Level of English Major students in speaking the
English Language during Online Engagement”

Specifically, this study sought to answer the following questions:

1. What is the profile of the English major students at Panpacific University In terms of: a.)

Year Level

b.) Gender

2. What is the level of anxiety when it comes to speaking the English language during online

engagement among English Major students in terms of:

a. Communication apprehension

b. Fear of negative evaluation

c. Test-anxiety

3. Is there a significant difference between their level of anxiety in speaking the English

Language during online engagement and their profile?

 68

4. What are the proposed intervention strategies that will overcome their anxiety level in

speaking the English Language during online engagement among English Major students at

Panpacific University?

Research Methodology (Design): Quantitative Research

We are looking forward to your affirmative response related to this matter.

Thank you very much sir.

Yours Respectfully,
Caroline T. Osis
Aihram C. Agustin
Catherine P. Marzan
Majane C. Tabelisma
Research members

Appendix I
Approved to Conduct Pilot Testing
 69

Appendix J
Letter Request for Pilot Testing

01 December 2021
 70

PRISCILLA R. CASTRO, EdD

Managing Director

Lyceum-Northwestern

University Urdaneta Campus

Urdaneta City, Pangasinan

Thru: Valerie Mae F. Galvan

Program Coordinator of Education

Madam:

Greetings!

We, the Education students of Panpacific University are currently conducting our research entitled,
“Anxiety Level in Speaking the English Language during Online Engagement among English Major
Students” as a requirement in partial fulfillment of academic degree.

Relative, may we please request the students under BSE-English in your University to be our target
participants for the pilot testing of our questionnaire?

Rest assured that all the data gathered shall only be used for the objectives of the study and shall be kept
in the highest level of confidentiality in compliance with the Republic Act No.
10173 also known as Data Privacy Act of 2012.
We are looking forward to your most favorable response and utmost support to the success of the study.

Thank you.

Sincerely,

Noted by:

CAROLINE T. OSIS

Appendix K
Informed Consent for the Participants
 71

Appendix L
Reliability Test Result Interpretation of Data Gathering Instrument
 72

Cronbach’s Alpha No. of items

0.9476388869 15
Reliability Statistics

Questions Cronbach’s Alpha Strength of Association

Q1 0.62 Acceptable

Q2 0.66 Acceptable

Q3 0.72 Good

Q4 0.64 Acceptable

Q5 0.75 Very Good

Q6 0.72 Good

Q7 0.62 Acceptable

Q8 0.69 Acceptable

Q9 0.96 Excellent

Q10 0.88 Very Good

Q11 0.69 Acceptable

Q12 0.89 Very Good

Q13 0.79 Very Good

Q14 0.79 Very Good

Q15 0.94 Excellent

Appendix M
Letter Request for Data Gathering

4 December 2021
Dear Dr. Lopez

Greetings!

I am writing this letter to inform you that we, Group 3 from the Bachelor of Secondary Education
major in English, are already done with the pilot test and reliability test of our research
instrument. Regarding this, on behalf of my group Sir, I would like to ask for your permission to
 73

begin the distribution of our Data Gathering instrument and ask for your permission to get all
the email addresses of our respondents to send our research instruments (all levels of BSED-
English).

I/we are looking forward to your affirmative response regarding this matter.

Thank you very much sir and God bless you!

Yours respectfully,
Caroline T. Osis
Group 3-Leader

Appendix N
Approved to Conduct Data gathering
 74

Appendix O
Instrument of the study
75
76
 77

Appendix P
Sample SPSS Output and Excel

Frequencies

Statistics

Year Level Gender

N Valid 38 38
Missing 0 0

Mean 3.159 3.251

Std. Deviation 0.176 0.455

Frequency Table

Gender

Frequency Percent Valid percent Cumulative

percent
 78

Valid Male 8 21.05% 21.05% 78%

30 78.95% 78.95% 100%
Female 38 100% 100%
Total
Year Level

Frequency Percent Valid percent Cumulative

percent

25 65.79% 65.79% 18.42% 65.79%

Valid 7 18.42 % 15.79% 18.42%
First year 6 15.79% 100% 100%
Second 38 100%
Year Third
Year
Total

J ustification of Scale

Highest Value 4

Lowest Value 1

Range 4-1=3

Interval 4=0.75

Increment =0.74-0.01=0.74

Anova

Size n

Square of Standard
δ1=0.03014 δ2=0.06995 δ2=0.077271

Deviation

Group mean µ1 =3.19467 µ2 =3.16187 µ3=3.12220

 79

Group mean
µ𝐺=3.15958

SSbetween (3.19467-3.15958)2+(3.16187-3.15958)2+(3.12220-3.15958)2

0.039503511

MSbetween (0.039503511)2

0.019751756

Statistics First-Year Level Third-Year Level

Second-Year Level

Group Mean = µ1=19467 µ2=3.16187 µ3=12220

0.4220 0.9736 1.08

**Sum of Squared
Deviation within
group =

𝑑𝑓𝑤1=14 𝑑𝑓𝑤2=14 𝑑𝑓𝑤3 =14

Degree of freedom
within the group

𝑀𝑠𝑤𝑖𝑡ℎ𝑖𝑛=4.220+0.9736+1.08=0.059

F= 0.019751756=0.334856399

F<CV =0334856399<2.23

**See the ANNOVA_ACTUAL DATA excel file.

Z-test
Statistic Male Female

Mean Level of Anxiety µ𝑚=2.830 µ𝑓=3.251

Standard Deviation δ𝑚=0.330176 δ𝑓=0.125904

 80

a=0.05 95%

z=1.96

Curriculum Vitae

Caroline Tomas Osis

Email address: osiscaroline6@gmail.com

Personal data

Gender: Female
Age: 20
Address: San Joaquin, Balungao, Pangasinan
Date of Birth: April 16, 2001
Place of Birth: Balungao, Pangasinan
Civil status: Single
Citizenship: Filipino
Religion: Born Again
Father’s name: Ross O. Osis
 81

Mother’s name: Mary Jane T. Osis

Educational background

Present
● Panpacific University
Mac Arthur Highway, San Vicente, Urdaneta City, Pangasinan
Bachelor of Secondary Education Major in English
Senior High School
● Pangasinan State University Sta. Maria, pangasinan
2018-2019 Secondary
● Eastern Pangasinan Agricultural College Sta. Maria, Pangasinan
2016-2017 Elementary
● San Joaquin Elementary School
San joaquin, Balungao, Pangasinan
2012-2013

Aihram Cabanayan Agustin

Email address: agustinaihramc@gmail.com

Personal data
 82

Gender: Male
Age: 22
Address:Anonas Urdaneta City, Pangasinan
Date of Birth: January 5,1999
Place of Birth:Mantacdang, San Quintin
Civil status: Single
Citizenship: Filipino
Religión: Iglesia Ni Cristo
Father’s name: Onofre D. Agustin
Mother’s name: Susana C. Agustin

Educational background

Present
● Panpacific University
Mac Arthur Highway, San Vicente, Urdaneta City, Pangasinan Bachelor of
Secondary Education Major in English
Senior High School
● University of Pangasinan Urdaneta
MacArthur Highway, Nancayasan, Urdaneta City, Pangasinan
2017- 2018
Secondary
● Palina East National High School
Palina East, Urdaneta City Pangasinan
2015-2016
Elementary
● Mantacdang Elementary School
Mantacdang, San Quintin Pangasinan
2010-2011
 83

Catherine Pancho Marzan

Email address: cmarzan198@gmail.com

Personal data

Gender: Female
Age: 21
Address: Luna Este, Umingan, Pangasinan
Date of Birth: June 7, 2000
Place of Birth: Umingan Pangasinan
Civil status: Single
Citizenship: Filipino
Religion: Catholic
Father’s name: Teonino G. Marzan Jr.
Mother’s name: Neneth P. Marzan

Educational background

Present
● Panpacific University
Mac Arthur Highway, San Vicente, Urdaneta City, Pangasinan
 84

Bachelor of Secondary Education Major in English

Senior High School
● Umingan Central National High School

Pob. West, Umingan, Pangasinan

2018-2019 Secondary
● Prado National High School
Prado, Umingan, Pangasinan
2016-2017 Elementary
● Luna Este Elementary School
Luna Este, Umingan, Pangasinan
2012-2013
 85

Majane Cantillo Tabelisma

Email address: majanetabelisma@gmail.com

Personal data

Gender: Female
Age: 21
Address: Brgy. Diaz Umingan Pangasinan
Date of Birth: August 07,2000
Place of Birth: Brgy. Maliga Dilasag Aurora
Civil status: Single
Citizenship: Filipino
Religion: Roman Catholic
Father’s name: Ronald Dasig Tabelisma
Mother’s name: Glenda Cantillo Tabelisma

Educational background

Present
● Panpacific University
Mac Arthur Highway, San Vicente, Urdaneta City, Pangasinan
 86

Bachelor of Secondary Education Major in English

Senior High School
● Quezon Memorial Academy

Poblacion West, Umingan, Pangasinan

2018-2019 Secondary
● Baracbac National High School
Baracbac, Umingan, Pangasinan
2016-2017
Elementary
● Diaz Elementary School
Diaz, Umingan, Pangasinan
2012-2013