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Language anxiety in focus: a case study of Philippine Normal University Students

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Document pages: 8 pages

Abstract: The focus of this study is to determine the level, sources and causes of foreign language anxiety of Philippine teacher education students, and how language anxiety affects respondents English level and language learning. 242 students from a learning institution in the Philippines answered the English proficiency test (EPE) and a two-part questionnaire: a 30 item English Language Anxiety Scale (elas) and a group of questions about the causes of anxiety and its impact on language learning. The mean, standard deviation, frequency and percentage were calculated and used to describe the level, source and cause of language anxiety. Correlation and regression analysis between language anxiety variables and English proficiencywere then conducted. Follow-up interviews were also done for selected respondents in order to understand the nature and mechanism of the investigated relationships. The results confirmed that the speaking activity, error correction, and communicating with English speakers are sources of high anxiety of the Filipino learners, while the writing activity, negative self-perception, and noncomprehension are sources of moderate anxiety. All of the sources of anxiety were shown to have a significant negative relationship with second language anxiety, and simple regression analysis revealed that foreign language anxiety is a significant predictor of English proficiency. However, further analysis of the specific sources of anxiety using multiple regression analysis identified speaking activities anxiety as the only significant predictor of English proficiency.

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