Keywords
ESL learners
plan of action
How to Cite
Abstract
This study investigated the language anxiety levels of ESL learners, specifically among BSED English 1A and 1B students of School Year 2024–2025 at Cagayan State University-Andrews Campus. It examined the respondents’ personal and academic profiles and assessed their language anxiety across six categories: Speaking Activity, Writing Activity, Error Correction, Communicating with English Speakers, Negative Self-Perception, and Non-Comprehension (Jugo, 2020). A mixed-method research design was employed, utilizing Rhodora Jugo’s (2020) English Language Anxiety Scale (ELAS) and a researcher-made questionnaire to gain deeper insights into the challenges and coping mechanisms of the respondents. The findings show that ESL learners demonstrated low levels of language anxiety, with speaking Activity identified as a moderate source of anxiety, while other factors registered low anxiety levels. There was also no significant difference in anxiety levels based on sex, age, ethnicity, strand, and language exposure. However, academic achievement showed a statistically significant difference in anxiety levels. As a result, the study recommends the implementation of targeted workshops, awareness programs, and support services to address language anxiety, as well as peer-assessment and teacher feedback mechanisms.References
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