ABSTRACT
This study aimed at determining the senior high school learners’ language speaking anxiety. Based on the result of the study, emergent themes were drawn. The learners’ language speaking anxieties included fear of negative evaluation, physical and emotional reactions, and classroom pressure and performance demands. And as observed by teachers were lack of confidence or self-esteem,lack of experience or exposure, physiological factors, behavioral or psychological reaction, and fear of making mistakes. Contributing factors experienced by learners were fear of being judged,lack of preparation and practice,low perceived language competence, and previous negative experiences. Contributing factors as observed by teachers were lack of language practice and fear of negative evaluation. To cope with challenges, learners employed relaxation and stress management, preparation and practice, and positive self talk and confidence building. Teachers’ coping strategies to the observed learners’ language anxieties were creating supportive classroom environment and using of interactive and engaging activities. Enhancement program were proposed as a result of the study.
Keywords: Senior High School Learners, Language Speaking Anxiety, Enhancement Program
INTRODUCTION
Developing oral proficiency is a fundamental aspect of mastering a new language, though it frequently serves as a major source of stress for students. Within the context of ESL education in the Philippines, learners are expected to navigate both scholarly discussions and everyday social interactions using English. However, many senior high school students struggle with language speaking anxiety. This affective factor negatively affects their confidence, performance, and class participation.
Language speaking anxiety—frequently identified as communication apprehension or foreign language anxiety—is characterized by feelings of unease, tension, or dread experienced when an individual communicates or anticipates communicating in a secondary language. This anxiety is common among language learners and may cause physical symptoms such as sweating or trembling, mental blocks, fear of making mistakes, self-consciousness, or reluctance to participate in conversations.
Communication is considered a vital skill that students are required to master, particularly given the essential role of English as a global language (Pardede, 2020). Its importance in international exchange makes it a primary focus for those seeking to participate in a connected world.
However, studies suggest that speaking anxiety can significantly undermine a student's verbal output and overall performance. This apprehension often triggers behavioral responses that interfere with a learner's capacity to communicate effectively and with confidence (Yoskapela et al., 2022; Kenoh, 2021).
As a Senior High School teacher teaching Literature, Oral Communication, and other language classes for both Grade 11 and Grade 12 students at one of the private universities here in Iloilo City for nearly nine years, the researcher has personally observed the challenges students encounter with language speaking anxiety. Many learners, even when they know the correct answers or have good ideas, hesitate to speak in class. The researcher has witnessed how this anxiety can restrict participation, hinder fluency, and diminish students’ willingness to engage in discussions or express their thoughts; encouraging these learners to speak up has often been difficult.
These experiences have highlighted the importance of understanding students’ language speaking anxiety. The researcher noted numerous occasions where students experienced anxiety and distress while trying to communicate during English lessons. When prompted by the instructor to formulate questions, deliver presentations, or express their viewpoints in English, the students typically responded with silence. This sense of apprehension can interfere with their ability to explain concepts and perform well. Furthermore, such anxiety acts as a barrier that prevents them from fully comprehending the English language.With these incidents prevailing, there is a need to conduct this research.
This research aimed to discover the language speaking anxieties as experienced by the students and observed by the teachers, the factors that contribute to their anxieties, the strategies they use to overcome these anxieties, and the enhancement program that can be proposed as a result of the study.
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