World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue IV (April 2026), p.561
Jeppy C. Derudar
Osmeña Colleges Graduate School
Masbate, Philippines
Abstract
While English is an official language and the medium of instruction in the Philippine educational system, most Filipino students use Filipino or their regional dialects to communicate. This discrepancy usually leads to language anxiety in the classroom. This case study uses a quantitative research design to investigate second language anxiety levels among learners of the English language. The data were gathered through survey methodology using Google Forms from a randomly selected sample of Grade 10 students at Masbate National Comprehensive High School. The research instrument used is a modified questionnaire based on the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz, Horwitz, and Cope (1986), revised to measure anxiety in English as a Second Language (ESL) contexts. The results indicated that students indeed had comparatively high anxiety in English language learning, particularly when put on the spot to speak or during formal tests. The findings also imply that high anxiety plays a debilitative role in the students' language learning process. Several anxiety-reducing strategies in the classroom have been recommended to help the teacher provide a more friendly learning atmosphere.
Keywords: Language anxiety, English language students, high school students
https://doi.org/10.65494/pinagpalapublishing.257
