World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue IV (April 2026), pp.277-282
Re-Ann R. Aganan
Osmena Colleges Graduate School
AAbstract
This study investigates the relationship of English-speaking anxiety and oral performance among secondary students. Speaking English anxiety is very prevalent in learning, which has been considered to be negative and become a significant concern in oral participation. Many students experience difficulty in oral communication, such as fear of making mistakes in speaking, pronunciation, and grammar, especially in the aspect of English. Furthermore, a quantitative descriptive design is a method used in this study: survey questionnaire with Likert-scale items on English-speaking anxiety and oral performance. Frequency, percentage, and cross-tabulation analyses showing an inverse relationship. Findings reveal a predominant high anxiety level (66.7%) with low oral performance (53.3%). Among 15 respondents, 70% of those with high anxiety showed low oral skills in pronunciation, fluency, and confidence. Cross-tabulation confirmed high anxiety linked to 70% low performance. Results fill a research gap, urging low-anxiety classrooms through positive reinforcement, and peer support.
Keywords: English-speaking anxiety, oral performance, secondary students, descriptive study
https://doi.org/10.65494/pinagpalapublishing.222
