2 Chapter 1-3

Republic of the Philippines
SURIGAO DEL SUR STATE UNIVERSITY

Tandag City, Surigao del Sur
FACULTY OF GRADUATE STUDIES
Chapter 1
PROBLEM AND ITS SETTING
Introduction
The English language as the predominantly used language worldwide and
a prerequisite to the acquisition of a wealth of knowledge has become an
important subject in the educational systems of countries across the globe (Aydin
2008); Hence, the ability to communicate in this language is widely recognized as
a desirable skill, whether to further a career or merely for personal use. With
opportunities to study and travel overseas, and the ability to communicate with
cultures other than one’s own is an extremely important skill. Consequently,
thousands worldwide study English as a second language (Humphries, 2011).
However, second foreign language learning can be a demanding task for
many language learners. One of the factors that make such process difficult is
the existence of anxiety. Most language learners experience a feeling of anxiety
in the process of language learning (Riasatti,2011). Some ESL/EFL learners
expressed that they feel stupid when they cannot speak English well and others
maintained that they try to skip or escape the situations, which demand speaking
in front of others, either in the classroom or outside of the classroom. Every
factor or situation that creates possibilities or enhances the chances of exposing
their deficiencies and language imperfections in front of others is likely to cause
language anxiety for ESL/EFL learners (Hashemi and Abbasi, 2013)
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Hence, consideration of learners’ anxiety reactions in learning to speak
another language by a language teacher is deemed highly important in order to
assist them to achieve the intended performance goals in the target language. It
is necessary that language teachers not only recognize that anxiety is a major
cause of students’ lack of success in the new language, but also assist them to
tackle the feelings of unease and discomfort. One of the rising trends in this
millennial stage that might help reduce anxiety is the Gamification strategy. The
“gamification” of education generally refers to the idea of incorporating gaming
elements in instruction and instructional tools. With research findings indicating
that game playing can enhance the learning process, it is logical to assume that
the use of gaming mechanics and concepts in educational tools and processes
can also yield benefits (Walsh, 2012).
Such being the case, it is crucial to determine the effectiveness of
Gamification strategy in addressing learners' language anxiety in oral discourse.
It is equally important to investigate the level of language learning anxiety in
order to figure out what factors make the learners anxious. It is hoped that by
omitting or at least reducing those factors, teachers and educators, can create a
more relaxing environment, so that more effective language learning would take
place. Having deemed of this necessity, the researchers find the need to pursue
this study.
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Purpose of the Study
This quantitative-qualitative research is geared towards determining the
effectiveness of Gamification strategy in addressing SHS learners' language
anxiety in oral discourse. In particular, this study aims to determine the profile of
the respondents, the level of language anxiety among the Senior High School
(SHS) learners, and the significant difference in the level of language anxiety
when analyzed by age, sex, and strand. It is also the goal of this study to
determine which strategy is more effective in teaching learners with language
anxiety in oral discourse, the problems met in teaching oral discourse using
Traditional Strategy and Gamification Strategy.
Aside from this, I am mainly concerned about the improving the learning of
the learners with language anxiety; Hence, it is also part of my purpose to
propose a teaching material suited for teaching learners with language anxiety in
oral discourse.
In conjunction with the aim of this study, I will collect and analyze the data
using the survey questionnaires and FGD method. In this type of study, I will
disseminate questionnaires to the SHS Learners and interview high anxiety
learners about their experiences in the classroom, in order to generate
concentrated themes on their perspective about Gamification Strategy.
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Theoretical Lens/ Conceptual Framework
This study is grounded on Krashen’s Affective Filter hypothesis. According
to Krashen, one obstacle that manifests itself during language acquisition is the
affective filter; that is a 'screen' that is influenced by emotional variables that can
prevent learning. This hypothetical filter does not impact acquisition directly but
rather prevents input from reaching the language acquisition part of the brain.
The affective filter can be prompted by many different variables including anxiety,
self-confidence, motivation and stress.
In any aspect of education, it is always important to create a safe,
welcoming environment in which students can learn. In language education, this
may be especially important since in order to take in and produce language,
learners need to feel that they are able to make mistakes and take risks. This
relates directly to Krashen’s hypothesis of the affective filter.
Krashen’s another hypothesis is the Monitor hypothesis. This hypothesis
further explains how acquisition and learning are used; the acquisition system,
initiates an utterance and the learning system ‘monitors’ the utterance to inspect
and correct errors. Krashen states that monitoring can make some contribution
to the accuracy of an utterance but its use should be limited. He suggests that
the ‘monitor’ can sometimes act as a barrier as it forces the learner to slow down
and focus more on accuracy as opposed to fluency. In instances like this,
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students may feel worried about the level of their language. This often prevents
them from speaking or taking in the language at all. In addition, many learners
tend to monitor their use of the language too much, focusing more on accuracy
than fluency which in turn prevents them from using the language in a
communicative manner.
As a second language teacher, it will always be a challenge to strike a
balance between encouraging accuracy and fluency in students. This balance
will depend on numerous variables including the language level of the students,
the context of language use and the personal goals of each student.
This study is also anchored on Horwitz, Horwitz and Cope’s Theory of
Foreign Language Anxiety. In their theory, Horwitz, Horwitz and Cope
acknowledged the uniqueness of foreign language anxiety and introduced the
Foreign Language Classroom Anxiety Scale (FLCAS) as an instrument to
measure anxiety levels as evidenced by negative performance expectancies and
social comparisons, psycho physiological symptoms, and avoidance behaviors.
The FLCAS is consisted of 33 statements with significant part-whole correlations
with the total scale, aiming to assess communication apprehension, test anxiety
and fear of negative evaluation associated with language anxiety. (Horwitz et al.
cited by Trang, 2012).
Figure 1 shows the schematic diagram of the study.
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Profile of the
Respondents
 Age
 Sex Level of Language
Anxiety
 Strand
Proposed Teaching
Strategies in teaching Material
Level of Effectiveness
Oral Discourse
 Gamefication
Problems Met
Strategy
 Traditional
Method
Figure 1. Schematic Diagram of the Study
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Figure 1 presents the schematic diagram showing the variables as
indicated. Enclosed in the first box is the profile of the respondents. It points out
that I will identify the profile of the respondents, specifically their age, sex and
strand. This variable is important to have an understanding of the common profile
of the respondents as this will have an implication on their level of language
anxiety. The box also encloses the other independent variables which are the
two versions of teaching strategies: Gamification strategy and Traditional
method.
The second box contains the learners’ level of language anxiety. In
particular, the study will determine the anxiety they feel when using the English
language inside the classroom. Another dependent variable of the study is the
level of effectiveness of the two strategies. This aspect of the study will be
determined after the conduct of the two teaching strategies. It also contains the
problems met by the learners in learning through Gamefication strategy and
Traditional method.
After the dissemination, retrieval, and interpretation of the data, I will craft
my findings and conclusions which will be used to formulate recommendations
relative to language anxiety. Outcomes of this study may form the basis for future
intervention programs which aim at improving students’ language performance
and attitudes that will eventually improve their learning and will address their
language anxiety.
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Objectives of the Study
This study aims to attain the following objectives:
1. To determine the profile of the respondents
2. To determine the level of language anxiety among the Senior High School
(SHS) learners
3. To identify the significant difference in the level of language anxiety when
analyzed by age, sex, and strand
4. To determine which strategy is more effective in teaching learners with
language anxiety in oral discourse.
5. To identify the problems met in teaching oral discourse using Traditional
Strategy and Gamification Strategy
6. To design a teaching material suited for teaching learners with language
anxiety in oral discourse.
Statement of the Problem
The purpose of this study is to determine the effectiveness of Gamification
strategy in addressing SHS learners' language anxiety in oral discourse.
Specifically, this study seeks to find answers to the following queries:
1. What is the profile of the respondents in terms of:

1.1 Age
1.2 Sex
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1.3 Strand
2. What is the level of language anxiety among the respondents?
3. Is there a significant difference in the level of language anxiety when
analyzed by age, sex, and strand?
4. Which strategy is more effective in teaching learners with language
anxiety in oral discourse?
5. What are the problems met in teaching oral discourse using Traditional
Strategy and Gamification Strategy?
6. What teaching material can be proposed to teach the learners with
language anxiety in oral discourse?
Assumptions of the Study/Hypothesis
This study was guided by the following assumptions:
1. The level of language anxiety is influenced by age, sex, and strand of the
respondents.
2. The level of language anxiety among the respondents is dependent on
how they perceive it themselves.
3. Ho: There is no significant difference in the level of language anxiety
when analyzed by age, sex, and strand.
4. Gamification strategy is more effective in teaching learners with language

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5. Teachers have problems in teaching teaching oral discourse using
Traditional Strategy and Gamification Strategy
6. A teaching material should be designed to teach the learners with
language anxiety in oral discourse
Scope and Limitation of the Study
This quantitative-qualitative study is aimed at determining the
effectiveness of Gamification strategy in addressing SHS learners' language
anxiety in oral discourse. It is confined only to the Grade 11 learners who are
currently enrolled during the School Year 2017-2018, second semester. In
particular, the students are from Tandag Science National High School, Tabon-
Tabon, Tandag City. These learners are from the following strands: General
Academic Strand (GAS), Humanities and Social Sciences Strand (HUMSS),
Science, Accountancy Technology, Engineering and Mathematics (STEM),
Information and Communication Technology Strand (ICT), and Accountancy and
Business Management (ABM).
Significance of the Study
The groups of people below are believed to be direct beneficiaries of this
study.
English Coordinators. This study will give coordinators an idea on how
to help support the improvement of the learners’ language skills by providing

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opportunities’ in events that could help develop their communicative competence
in a fun and engaging way, where they are able to enjoy while learning. It is also
time to empower their English teachers to use a strategy that is more effective
and suited to learners with language anxiety.
Teachers. The results of this study may suggest strategies for an English
class. Moreover, this study may provide teachers with information regarding on
the more effective way of handling learners with language anxiety. It will also give
the teachers knowledge on how students can learn by using the idea of matching
the correct strategy/method in teaching and that they themselves would be
inspired to optimize their ability to achieve effective teaching output. This study
will also give them an idea on what improvements are needed on the language
skills of students. Awareness on this aspect will allow the teachers to devise a
plan or a teaching material on how to deal with teaching problems appropriately.
Students. This study can give significant insights to the students. Through
this, they can discover the level of language anxiety that they have. In doing so,
they get the chance to reflect on their own way of learning or dealing with a
language class. Awareness on their own problems in English class will guide
them on how to improve their learning habits. This will also help the students
improve their learning by knowing their strengths and weaknesses. It will
eventually give way to the enhancement of their language skills.
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Parents. The parents along with teachers have an important role to play in
teaching their children. Through this study, the parents would be provided with
the information on how to be of great support to their children with regards to the
level of language anxiety that their children have.
Future Researchers. This study can be a springboard for more
researches regarding level of language anxiety. This may also serve as a
stepping stone for upholding a developmental research that will deal on other
variables that are not explored in this study.
Definition of Terms
For the purpose of clarity and understanding of the study, the following
terms are defined conceptually and operationally.
Anxiety. is an unpleasant emotion characterized by a feeling of vague,
unspecified harm (Vasudevan, 2006).
Effectiveness of Gamification Strategy. refers to the degree of how the
respondents describe the effectiveness of Gamification strategy in lowering their
language anxiety. In this study, the levels include: Most effective, Moderately
Effective, Effective, Less effective, and Least Effective.
Gamification Strategy. is defined as the application of typical elements of
game playing (rules of play, point scoring, competition with others) to other areas
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of activity, specifically to engage users in problem solving (Oxford Online
Dictionary).
Language Anxiety. refers to the feeling of nervousness, hesitancy, fear of
embarrassment, lexical scarcity, and stage fright when using English language in
the classroom setting.
Level of Effectiveness. It manifests the degree of effectiveness of
teaching oral discourse. It also shows whether the teaching strategies have been
effective or not. It further distinguishes which strategy has been more effective
and is better to be recommended.
Level of Language Anxiety. refers to the degree of how the respondents
describe their anxiety. In this study, the levels include: High Anxiety, Moderately
High Anxiety, Moderate Anxiety, Moderately Low Anxiety, and Low Anxiety.
Organization of the Study
This study is organized in five (5) chapters. In Chapter 1, I presented a
bird’s eye view on the context of the study and need to conduct this scholarly
endeavor. I also provided a rationale of the study as revealed in the purpose.
Research questions are crafted to serve as my guide in the entire course of this
undertaking. Beneficiaries are also identified. Significant terms are also defined
for common frame of mind of us and our readers. Parameters and weaknesses
are also set herein.
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Chapter 2 provided a thorough review of what other authors say about the
present study. While chapter 3 is where I explained on how I will go about
complying the rest of the phase of this study. The methodology discussed the
research design to be utilized, research participants, procedures employed for
the data collection, how the data will be analyzed and the role of the researchers
in the conduct of the study. Chapter 4 is about the results of the study and the
proposed teaching material I aim to produce at the end of this paper. Chapter 5
presented the findings, conclusions, and recommendations I will make out from
the results of this study.
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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the literature and studies done prior to this
research. This will provide the background and the current issues related to the
research topic. It will also offer enrichment to the basic concepts being
established in this research.
Language Anxiety in Philippine Context
Learning a second language can be a frightful experience. The
apprehension and pressure on students to perform well in the second language
causes them anxiety that is specific to the second language classroom (Conway,
2007).
In recent years, Mamhot and Martin (2013) have stated on their
comparative study on the Language Anxiety of ESL and EFL Learners that there
has been a growing interest in the language learning anxiety problems of English
students. Though there are those who are good learners in other subject areas,
still, some of them have experienced anxiety when it comes to learning a second
language.
In the Philippines, the utilization of English as a second language has
come into point that every Filipino is yet fond patronizing much it knowing its
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benefits towards them are greatly encouraging and worth spending effort for. But
learning it is quite hard especially when there is extremely no interest to merely
urge ourselves to be diligent and patient upon attaining the highest level of
learning comprehension as well as using the language pertinent to the grammar's
rules (Susan, 2012). To speak English in our nation, grammar is vehemently
prioritized than understanding, particularly when studying at school. So, either of
the two macro skills, speaking and writing, use the language grammatically
correct because if not someone will definitely notice it though there is fluency of
language usage (anxiety-beyond-quest-philippines-39995…).
It is said to be a great challenge among the Filipino learners to acquire
easily the second language. Some may experience emotional stress and anxiety
caused by difficulties expressing oneself in English. Possible symptoms caused
by second language anxiety include forgetfulness, avoidance of speaking the
language, less interaction with people, negative self-image, lack of confidence,
and feeling unsure of one’s ability.
The study of Del Villar (2010) sought to identify how beginning Filipino
students explained their fears about oral communication. According to him, it is
only by knowing his/her students’ fears would a teacher be able to tailor the most
suitable teaching-learning activities. Results revealed an 8 factor model
explaining 69.11% of the total variance in the data. The factors were:
expectation, training and experience, audience, self-worth, rejection, verbal
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fluency, preparation and previous unpleasant experience. These factors were the
attributions for the fears beginning Filipino students brought with them when they
first stepped into the communication 3 classrooms.
In the study conducted by Capul et.al (n.d.),it focuses on determinng if
language anxiety has a significant relationship on the students’ level of academic
self-concept particularly among Bachelor of Arts in English Sophomore of the
University of Southeastern Philippines, Inigo St; Bo. Obrero, Davao City, school
year 2008-2009 or not.Results of the study showed that the level of language
anxiety of the Bachelor of Arts in English sophomore isў= 2.98.This means that
the level of language anxiety of the students is average. Furthermore, the result
of the study showed that the level of language anxiety of the Bachelor of Arts in
English Sophomore of the University of Southeastern Philippines-Obrero, for the
school year 2008-2009, has no significant correlation on their Academic Self-
Concept and any of its four facets.
A total of 40 respondents had participated in the study of Mamhotet. al
(2013), comprising of 20 ESL students and 20 EFL learners from two Philippine-
based learning institutions. The respondents were administered with a
questionnaire which has two parts: the 33-item Foreign Language Classroom
Anxiety Scale (FLCAS) survey developed by Horwitz, Horwitz, and Cope and the
2-item questionnaire adapted from Williams and Andrade (2008). The general
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results of this study show that ESL learners have a neutral reaction to the three
levels of anxiety and they also have a Fear of Negative Evaluation in the aspect
of low self-perceived linguistic competency. As for EFL learners, the results
indicated “no level of language anxiety” based on the scale, but a further analysis
revealed that these EFL learners disagree on the statement: I don’t worry about
making mistakes in English class. Both groups of respondents answered that
they view their selves to be responsible for the language anxiety they experience.
Types of Language Learning Anxiety
Since foreign language anxiety concerns performance evaluation within an
academic and social context, Horwitz (2012) have concluded that it is useful to
draw parallels between it and three related performance anxieties: 1)
communication apprehension; 2) test anxiety; and 3) fear of negative evaluation.
Due to its emphasis on interpersonal interactions, the construct of
communication apprehension is quite relevant to the conceptualization of foreign
language anxiety.
Communication apprehension is a type of shyness characterized by fear
of or anxiety about communicating with people. Difficulty in speaking in dyads or
groups (oral communication anxiety) or in public ("stage fright"), or in listening to
or learning a spoken message (receiver anxiety) are all manifestations of
communication apprehension. It plays a large role in foreign language anxiety.
People who typically have trouble speaking in groups are likely to experience
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even greater difficulty speaking in a foreign language class where they have little
control of the communicative situation and their performance is constantly
monitored.
Another one is the test anxiety. Since performance evaluation is an
ongoing feature of most foreign language classes, test- anxiety is also relevant to
a discussion of foreign language anxiety. Conway (2009) refers test-anxiety as a
type of performance anxiety stemming from a fear of failure. Test-anxious
students often put unrealistic demands on themselves and feel that anything less
than a perfect test performance is a failure. Students who are test-anxious in
foreign language class probably experience considerable difficulty since tests
and quizzes are frequent and even the brightest and most prepared students
often make errors.
Lastly is the fear of negative evaluation. Horwitz (2012) defined this as
"apprehension about others' evaluations, avoidance of evaluative situations, and
the expectation that others would evaluate oneself negatively," is a third anxiety
related to foreign language learning. Although similar to test anxiety, fear of
negative evaluation is broader in scope because it is not limited to test-taking
situations; rather, it may occur in any social, evaluative situation such as
interviewing for a job or speaking in foreign language class. Unique among
academic subject matters, foreign languages require continual evaluation by the
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only fluent speaker in the class, the teacher. Students may also be acutely
sensitive to the evaluations - real or imagined - of their peers.
Although these three provide useful conceptual building blocks for a
description of foreign language anxiety, it has been proposed that foreign
language anxiety is not simply the combination of these fears transferred to
foreign language learning. Rather, it has been conceived that foreign language
anxiety is a distinct complex of self-perceptions, beliefs, feelings, and behaviors
related to classroom language learning arising from the uniqueness of the
language learning process (Horwitz and Cope, 2012).
Causes of Language Learning Anxiety
Aside from this, Andrade and Williams (2009) have figured out that other
causes of language anxiety are the learner variables such as ability, age, beliefs,
gender, learning styles, and personality factors among others. On the other hand,
based on the influence anxiety level, Akbari (2013) also added that there are
many factors which influence anxiety level. For instance, instructional level of the
student, the instructor, gender, age, native language, usage of foreign language,
the length of time he/she studies the second language, final grades, previous
experience, instructor-learner interaction, classroom procedures and so on.
Moreover, according to Ozcan (n.d) some people come across with many
difficulties when learning a second language. It is believed that there are some
emotional factors in foreign language learning which affect our learning abilities.
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These are mainly thought to be intelligence, motivation, attitudes and anxiety.
Among these, anxiety stands out as one of the main influential factors for
effective language learning. This foreign language anxiety is defined by some
authors as “a feeling of tension, apprehension and nervousness associated with
the situation of learning a foreign language.
Effects of foreign language learning anxiety
According to Masangya (2013) on the Philippine ESL Journal, several
researches have revealed that anxiety is one of the big causes which hinder
success in second or foreign language learning. It was also found that language
learning difficulties could predict anxiety best in foreign language settings.
Foreign language learning anxiety has been associated with a large
number of negative outcomes that can be classified as physical, psychological,
or social (Cope, 2012). Physical symptoms can include, for example, rapid
heartbeat, muscle tension, dry mouth, and excessive perspiration. Psychological
symptoms can include embarrassment, feelings of helplessness, fear, going
blank, and poor memory recall and retention among others. Negative social
behavior may be manifested in such ways as inappropriate silence, unwillingness
to participate, absenteeism, and withdrawal from the course. These effects can
lead to poor performance and low achievement (Saraj, 2009). Possible physical
symptoms are sweaty palms, nervous stomachs, increased heartbeat and pulse
rates, distortion of sounds, inability to reproduce the intonation and rhythm of the
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language, and avoiding eye contact. It is important to anticipate the symptoms
you may experience to help you know how to cope with them.
Zheng (2008) projected these kinds of effects to at least five aspects.
First, academically, language anxiety is one of the best predictors of language
proficiency. It seems clear that high levels of language anxiety are associated
with low levels of academic achievement in second/foreign language learning.
Second, socially, learners with higher language anxiety have the tendency to
avoid interpersonal communication. Third, cognitively, anxiety can become an
affective filter that prevents certain information from entering a learner’s cognitive
processing system. Fourth, anxiety arousal can impact the quality of
communication by the “freezing-up” moments that students encounter when they
get anxious. Finally, personally, language learning experience could, under some
circumstances, become a traumatic experience. This kind of unpleasant
experience may deeply disturb one’s self-esteem or self-confidence as a learner.
According to Oxford (2005), foreign language anxiety (FLA), or the
experience of anxiety when an individual is working towards attaining a foreign
language, is one of the main reasons why students failed to learn the second
language. To prove this, Marwan (2007) as cited by Akbari (2013) on his study
about Foreign Language Anxiety, figured out that based on the exploration on the
types of anxiety experienced by EFL learners and the strategies they used to
cope with their anxiety, he found that factors like lack of confidence, lack of
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preparation and fear of failing the class were the primary causes of their anxiety.
Findings further revealed that lack of preparation was the main factor contributing
to learning anxiety among all learners irrespective of their language proficiency.
Strategies on How to Cope Up with Second Language Anxiety
There are two ways to deal with second language anxiety: reducing your
anxiety and working to improve your language proficiency. The following lists are
provided from various sources, such as related articles, workshop material,
interviews, and personal communication with international instructors.
(1)Recognize your own feelings of second language Anxiety. It is
important to be able to identify your own feelings. Remind yourself that it is
normal to experience the anxiety and other emotions you may be experiencing
as a second language speaker. Keeping a personal journal can help during
extremely stressful periods.
(2) Share your feelings with others. It is important to know that you are not
the only one suffering from those feelings and that it is O.K. to have such
feelings. You may find more support from others when you are more willing to
share your feelings with them. You will be surprised that other colleagues have
the same feelings. They may share their own experiences and coping strategies.
You may also consult with a professional at Counseling and Consultation
Service.
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(3) Give yourself permission to be a less than perfect speaker of English
You need to set reasonable, achievable language learning goals for you to
alleviate language anxiety and make the most of your language ability. You do
not have to attempt to speak like a native speaker. When you have an
unattainable goal, like trying to imitate native speakers, you can be easily
frustrated at the failure to meet this goal and you may underestimate your
language abilities. It is really difficult, if not impossible, to speak like a native
speaker without an accent or achieve native speaker-like fluency as an adult
nonnative speaker of English. Even people who have spent many years in the
United States still retain their accents. Instead, you should give yourself
permission to be a less than perfect speaker of English and a successful second
language speaker in your own way, not a failed native speaker
(4) Give yourself credit for your language achievement. You need to
appreciate the language skills you have achieved as a second language user.
You are a multi-competent language user who can speak more than one
language. When you are appreciative of your language achievement, you are
more likely to try to improve your language while at the same time utilizing your
current abilities.
(5) Have a positive attitude and be confidential poorly conceived self-
image can negatively affect your language performance and subsequently your
teaching. Having confidence in yourself as a teacher and second language user
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can be a very powerful tool in teaching well, one that can be even stronger than
your language proficiency. It does not mean that it is not important to recognize
your limitations as a second language speaker and work to improve them. But,
remember that it is important to focus on achievement rather than deficiencies in
order to make the most of your existing abilities.
(6) Think of your unique contribution as an international instructor. You
need to build on your strengths while working on your weaknesses and think of
your unique contribution as an international instructor. Make the most of your
origin. As an international instructor, you can provide a comparative context in
your teaching, which other, domestic instructors might not be able to provide.
(7) Be well prepared for class. One of the most effective ways to reduce
your anxiety is to be well prepared for class and present your material with
confidence. Remember that language could be one of the possible factors
affecting your teaching, but not necessarily the primary or the only factor. There
are other factors which influence effective teaching, such as your cultural
knowledge, pedagogical skills, and presentation skills.
(8) Use quick relaxation techniques. Deep breathing and progressive
relaxation exercises are effective in reducing your anxiety.
Studies about Language Anxiety
Williams and Andrade (2008) conducted a survey among 243 Japanese
students in 31 English conversation classes at four universities in Japan. Based

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on the results gathered, they found that language anxiety was often associated
with the output and processing stages of the language learning process.
Furthermore, they also discovered that students attributed their anxieties are
caused by their teachers and classmates.
On the other hand, Horwitz, Horwitz and Cope (n.d) as cited in the study
of Wilson (2006) about Language Anxiety,have claimed that out from the 75
university students of Spanish (beginner level) that they’ve tested, there were
students with debilitating anxiety in the foreign language classroom setting whom
can be identified and that they share a number of characteristics in common.
Results arising from the administration of the university indicated that almost half
of the students were anxious about speaking, and over a third were worried when
they could not understand everything that teacher said. With this, Wilson (2006)
have concluded that foreign language anxiety may invoke a variety of individual
reactions: for not speaking in class, sitting at the back of the classroom in an
attempt not to be called on by the teacher, and putting off doing homework.
Another study being done was from Pappamihiel (2002). He conducted a
study on language anxiety among 178 middle-school Mexican immigrant
students attending school in the US. Participants were subjected to the English
Language Anxiety Scale to identify how levels of anxiety correlated with specific
factors such as years of stay in the US, levels of academic achievement,
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listening and speaking skills, reading and writing skills and gender. Results show
that interaction with Mexican students raised levels of anxiety and that such
strategies such as avoidance were used to reduce anxiety.
In relation to Pappamihiel’s study, Na (2007) surveyed 115 Chinese high
school students and found that these learners have high anxiety in learning the
English language. She discovered that males have higher anxiety in learning
English than their female counterparts. Moreover, she also found out that high
anxiety plays a debilitative role in high school students' language learning. This
type of language anxiety causes the learner to flee' from the learning task to
avoid further anxiety.
Furthermore, on the study of Cui (2011) which involved 97 college
students learning French, he found that those students with language anxiety find
it difficult to express their own views and tend to underestimate their own
abilities. He also discovered that in the process of three stages of language
acquisition, that is, input, processing and output, anxiety and learning
achievement are negatively correlated.
In the study of Goshi (2005) FLCAS translated into Japanese by the
author was administered to 73 non-English major freshmen at private university
in Shizuoka during the spring semester in 2003 to find out how much language
anxiety they felt in English classes. The purpose of this small-scale study was to
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find out how the learners’ beliefs about themselves learning English related to
general foreign language anxiety. Four English subjects (speaking, listening,
reading, and writing) are required at the school and each class meets twice a
week for 14 weeks.
After deleting incomplete data, data obtained from 62 students was
analyzed in this study. This suggests that foreign language anxiety does exist
among the subjects surveyed in this study. The results suggest that students with
negative beliefs about learning English feel more foreign language classroom
anxiety. Creating a low-anxiety classroom environment is one of the primary
responsibilities of the classroom teachers. Learners should be made aware of
language anxiety and learn how to cope it.
In the study of Oda (2011), there is an endeavor to shed light on the
nature of language anxiety and its role In the process of learning English as a
foreign language. Besides, the 33 - item Foreign Language Classroom Anxiety
Scale (FLCAS) developed by Horwitz, et al. is manipulated to identify the
perceptions of (90) EFL Iraqi learners at Basra University, College of Education,
Dept. of English. Those are the students who have been learning English for
three academic years at the university, which makes them juniors.Thefindings
come to prove that those learners are highly anxious, the fact that may explain
the mediocrity of their foreign language skills.
28
In the study of Xianping (n.d.), there were 97 non-English major college
students in an ordinary university in China. Participants were first given the
Foreign Language Classroom Anxiety Scale to measure their anxiety degrees.
Based on the results of the measurement, it was found that there was a reverse
relationship between language anxiety and the quality of oral performance, that
is, the higher the anxiety score, the lower their oral performance score.
Procrastination, fear of evaluation, and over concern of errors were
characteristics obviously noticed in their speech. The results of this study
indicated that many students experienced varied language anxiety and language
anxiety could affect the quality of oral performance. In general, as anxiety
increases, the quality of oral performance decreases.
Tanveer (2007) attempted to investigate on his study the factors that
language anxiety can possibly stem from, both within the classroom environment
and out of classroom in the wider social context, and has recommended a variety
of strategies to cope with it. The findings suggested that language anxiety can
originate from learners’ own sense of ‘self’, their self-related cognitions, language
learning difficulties, differences in learners’ and target language cultures,
differences in social status of the speakers and interlocutors, and from the fear of
losing self-identity.
29
Synthesis
From the reviewed literatures presented, it clearly revealed that language
anxiety impedes successful learning of the students. As the anxiety increases,
the quality of performance decreases.
The first parts of the literature presented the current scenario and
problems of today’s ESL and EFL Learners on learning the second or foreign
language. Factors like lack of confidence, lack of preparation, and fear of failing
the class were the primary causes of their anxiety. Moreover, it has been shown
also that some of the factors affecting the level of anxiety were the instructor,
gender, age, native language, usage of foreign language, the length of time
he/she studies the second language, final grades, previous experience,
instructor-learner interaction, and classroom procedures. When the learners
cannot cope up with these problems, some may experience emotional stress and
anxiety caused by difficulties expressing oneself in English. Other than that, there
were may have experienced symptoms caused by second language anxiety
which include forgetfulness, avoidance of speaking the language, less interaction
with people, negative self-image, lack of confidence, and feeling unsure of one’s
ability.
Moreover, this foreign language anxiety can be related to the following:
communication apprehension (the fear of communicating with other people), test
30
anxiety (fear of exams, quizzes, and other activities used to evaluate one's
competence) and fear of negative evaluation (the worry about how others view
the speaker).
Some parts of the literatures were devoted upon providing tips on how to
cope up with the language anxieties experienced by the learners.
Local and foreign literatures highlighted the influence of language anxiety
among the Filipino learners specifically on their performances inside and outside
the school. It also recognized the importance of identifying the different anxieties
one may experience for the purpose of finding ways on how to cope up with the
said anxieties.
As a known fact, students have unique capabilities and they excel in
different fields, however if language anxiety is successfully overcome by the
learner, a chance of greater learning will be achieved. Hence, knowing about
anxiety as one of the sell-documented affective factors in the process of EFL
learning and its severity as well as its repercussions in the EFL context is of
utmost importance.
31
Chapter 3
RESEARCH METHODOLOGY
This chapter establishes the practicability of the study. It presents and
discusses the Research Design, Research Locale, Research Respondents and
Participants, Sampling Design, Research Instrument, Data Gathering Procedure,
Analysis of Data, Role of the Researcher, Validation and Crediblity, and the
Ethical Considerations that are used for the study.
Research Design
I will use a quantitative-qualitative design in this study. This design uses
methods of both the quantitative and qualitative research. The quantitative
design through a survey questionnaire will be used to identify the profile, level of
language anxiety, and the significant difference of the two variables. The
qualitative design through FGD method will be used to determine which strategy
is more effective in teaching learners with language anxiety in oral discourse, and
to identify the problems met in teaching oral discourse using Traditional Strategy
and Gamification Strategy.
The aim of qualitative research is to understand the social reality of
individuals, groups and cultures as nearly as possible as its participants feel it or
live it. Thus, people and groups are studied in their natural setting. Research
32
following a qualitative approach is exploratory and seeks to explain ‘how’ and
‘why’ a particular phenomenon, or behavior, operates as it does in a particular
context. On the other hand, quantitative research gathers data in numerical form
which can be put into categories, or in rank order, or measured in units of
measurement. This type of data can be used to construct graphs and tables of
raw data. Quantitative researchers aim to establish general laws of behavior and
phenomenon across different settings/contexts. Research is used to test a theory
and ultimately support or reject it (McLeod, 2008).
Research Locale
This study will be conducted in Tandag Science National High School
(TSNHS). It is a secondary public science high school system located in Tandag
City, Surigao del Sur. In school year 2016-2017, it opened its Senior High School
department offering the following strands: General Academic Strand (GAS),
Humanities and Social Sciences Strand (HUMSS), Science, Accountancy
Technology, Engineering and Mathematics (STEM), Information and
Communication Technology Strand (ICT), and Accountancy and Business
Management (ABM).
Research Respondents
The respondents of this study are the students in TSNHS who are
currently enrolled during School Year 2017-2018, second semester. In particular,
33
the students are all in Grade 11 students coming from different strands. The table
below presents the percentage distribution of the respondents in detail.
Table 1
Distribution of Respondents by Strand
Strand Population Sample

General Academic Strand (GAS) 5 3
Humanities and Social Sciences
115 71
Strand (HUMSS),
Science, Accountancy
Technology, Engineering and 45 28
Mathematics (STEM),
Information and Communication
35 21
Technology Strand (ICT),
Accountancy and Business
48 30
Management (ABM).
Total 248 153
The sample of the study is drawn from the population of the participants in
the five (5) strands. The sampling I used is the stratified proportional random
sampling, followed by a simple random sampling technique by lottery,
Research Participants
The participants of the Focus Group discussion are the Grade 11 learners
who classified themselves as having high anxiety. The criteria for choosing them
are their anxiety level and willingness to participate in this study. Also, they are
the main participants because their responses are based on their first-hand
experiences in the teaching of the traditional and Gamification method.
34
The type of sampling I used is called selective sampling. In selective
sampling, the researcher identifies the group/individuals that will best meet the
needs of the research. This group is known as the “primary unit of analysis”
(Cullingworth, 2001). The participants to be interviewed in this study will depend
on the result of the survey and their responses in the call for willing participants.
Research Instrument
One of the research tools in gathering the data is a standardized
questionnaire from the English Language Classroom Anxiety Scale designed by
Horwitz et al. It is divided into two parts. Part I identified the personal profile of
the respondents which includes their name, age, gender and strand where they
belong. Part II is about language anxiety. There are 33 statements which
describe the practice or indicators of English language anxiety when English
language is used inside the class. In a five-point scale rating, the respondents
will be asked to read the statements and indicate their perception by checking
the space provided for each item.
Another important instrument is the FGD interview guide. This guide is
consisted of 8 questions that dealt mainly on the effectiveness of Gamification
strategy in addressing SHS learners' language anxiety in oral discourse.
35
Data Collection Procedure
In order to document the needed data of the research, I will use the
following procedures:
Permission. I will secure permission from the Schools Division
Superintendent of Tandag City Division and the Principal of Tandag Science
National High School before the administration of the questionnaires and the
face-to-face interview with the participants.
Dissemination and Retrieval of Questionnaires. Once granted with
permission, I will meet the respondents and personally administer the
questionnaires to them. The questionnaires will de administered and retrieved on
the same day to ensure 100% retrieval.
Informed Written Consent. I will formally ask the consent of the
participants to participate in the study. In here, the participants will sign a consent
form to state their consent to participate in the study. I will do this to make
everything formal and to make sure that the participants are willing to be part of
the study. Before obtaining the written consent, I will assure that the participants
have received all of the information needed about the purpose of the study
making this not just a written consent but an informed written consent.
Fieldwork and Observation. I will use field work by observing the
everyday experiences of learners as they perform in their English class.
36
Focus Group Discussion (FGD). In conducting the FGD, I will select ten
(10) participants. They will be oriented about the study and their roles in the FGD
method. All of them will formulate informed decision and express it through a
written consent. The discussion will be held in a classroom on a Saturday
morning to ensure that participants are comfortable and the venue is free of
noise or any other type of distractions. It is I, the researcher, who will act as the
moderator. As the moderator, I have to be skillful in group discussions. I will use
pre-determined questions and establish permissive environment.
I will be aided by an assistant moderator who will help me with the
equipment & refreshments, preparing the room, welcoming the participants as
they arrive, taking notes throughout the discussion, and operating recording
equipment.
Internet and Library Research. For me to be guided on how to go about
the study, I will use various data from online and book sources through online
and library research. These related literatures and studies are associated to
Gamification, language anxiety, and the methodology. The data to be collected
will enrich chapter 2 and will provide information on how to conduct this study in
the most appropriate way.
Data Analysis
Recording and Transcription. In this study, the FGD will be recorded on the
researchers’ smart phone and will be transcribed. Next, the recording of the
37
discussion will be listened to at least three times before the transcript of it will be
re-read, so I will be able to hear the participant’s voice in my head as I read over
the transcript. The idea is that there are essential clues to participants’ meaning
in the way they spoke that might not come through in the transcript. Then, when
the transcripts are re-read, long blocks of speech are broken up into smaller
quotes such that, in so far as it is possible, each quote represented a single idea.
Categorization and Theme Generation. In analyzing the data, I will use the
manual approach. I will make a copy of the transcript after it has been cleaned
and labeled. Working on a large table, I will cut entries into separate strips and
run a glue stick over the back. I will categorize by sticking entries onto separate
sheets of paper labeled with broad headings. I will also re-categorize the subjects
until I am satisfied with the groupings. Once the groups are organized in the
synthesized format they are ready for presentation.
Statistical Treatment of Data. After the retrieval of the questionnaires,
data will be tallied and treated with frequency counts and percentage to present
the profile of the students; Average weighted mean to determine the level of
language anxiety; and Analysis of Covariance (ANCOVA) One Way, to identify
the significant relationship between language anxiety and the profile of the
respondents.
38
Role of the Researcher
In this research project, I will serve as the main instruments of research. I
will be responsible for securing necessary permit from the Schools Division
superintendent, the principal, and the research participants. I will conduct the
survey, field observations, focus group discussion, take pictures, and audio
recordings. I will also be the one to organize and interpret the data.
Validation and Credibility
Member check. In this study, I will use member check as a primary
method of addressing validation concerns. I will employ member checks by
asking the participants to review both the data I collected and the interpretation
of that interview data. Participants are generally appreciative of the member
check process, and knowing that they have the chance to verify their statements
tends to cause them to willingly fill in any gaps from earlier interviews.
Prolonged Engagement. I will spend a significant time in the research
setting to become familiar with the setting and participants. Through this, further
knowledge will be gained about the data sources used in the study.
Peer Debriefing. Using this method, I will present the drafts of my work to
my adviser, other instructors, student peers, and to the participants themselves.
Engaging in this kind of dialogue is an important factor in my ability to remain
39
detached and analytic enough to generate themes, even while I am working to
immerse myself in the participants’ experience. Their feedback on the early drafts
of the data is invaluable. The feedback of my adviser will also be critical, as it is
she who encouraged me to return to the literature and check my data against it.
Ethical Considerations
I will follow certain protocols to protect the rights and confidentiality of the
participants. I will assure that there will be no disruptions on certain normal
activities and they will feel that my presence will not compromise their privacy. A
dialogue will be done to the participants informing them the purpose and process
of the study.
On the conduct of this study, I will guarantee that the respondents
understand what it means to participate in my study so that they can decide in a
conscious and deliberate way whether they want to participate or not. Once they
refuse my request, I will not force them to give their consent. I will be very
careful not to let out statements that could harm them psychologically and
emotionally.
To protect the welfare of the participants, I will include explaining the
impact and benefits of this research study to minimize harm psychologically and
socially to the research participants. I will make sure that my action will have
40
positive pedagogical implication. I will also project an approachable image so
they will feel comfortable talking to me.
I will make the data gathering efforts less conspicuous and intrusive
without having deception. Audio-recorders will be concealed or employed more
discretely with knowledge of the participants.
More importantly, I will be very careful to strictly comply with the research
ethics set for this study.
41
References Cited
Hashemi, Masoud and Moghtada Abbasi. (2013). The Role of the Teacher in
Alleviating Anxiety in Language Classes. Retrieved from
<http://dx.doi.org/10.5539/elt.v5n1p69>
Humphries, Rebecca.(2011). Language Anxiety in International Students: How

can it be overcome? Retrieved from <http: 10.5539/elt.v5n1p69>
Krashen's 6 Hypotheses. Retrieved from

<http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/kras
hen.html
Riasati, Mohammad Javad. (2011). Language Learning Anxiety from EFL

Learner’s Perspective. Retrieved from <http:// i.org/10.5539/elt.v5n1p69>
Trang, TRAN Thi Thu. (2012, January 1). A Review of Horwitz, Horwitz and
Cope’s Theory of Foreign Language Anxiety and the Challenges to the
Theory. Retrieved from <http://dx.doi.org/10.5539/elt.v5n1p69>
Tseng, Shu-Feng. The Factors Cause Language Anxiety for ESL/EFL Learners
in Learning Speaking. Retrieved from <http:// /10. 9/elt.v5n1p69>
Vasudevan, Sajeev.( 2006, February 7). Different theories of anxiety. Retrieved

from <http://www.shvoong.com/medicine-and-health/neurology/116671-
different-theories-anxiety/#ixzz2ueqiol5d>
Wörde, Renée von. (2003). Students’ Perspectives on Foreign Language Anxiety
Retrieved from <http://www.vccaedu.org/inquiry/inquiry-spring2003/i-81-
worde.html>
McLeod, S. (2008). Qualitative vs. Quantitative. Retrieved from
https://www.simplypsychology.org/qualitative-quantitative.html
Walsh, K. (2012). 8 Research Findings Supporting the Benefits of Gamification in
Education. Retrieved from http://www.emergingedtech.com/2012/12/8-
research-findings-supporting-the-benefits-of-gamification-in-education/
42
Appendix A.1
Survey Questionnaire
THE EFFECTIVENESS OF GAMIFICATION STRATEGY IN ADDRESSING

SHS LEARNERS' LANGUAGE ANXIETY IN ORAL DISCOURSE
You are chosen as one of the respondents in a study that aims to identify
your level of language anxiety. This study will help you channel your language
anxiety concerns and will help the researcher design a teaching strategy that fits
you best. In this regard, kindly answer this questionnaire as carefully and
truthfully as you can. Rest assured that your information will be kept strictly
confidential. Your favorable response will be of great help in conducting this
research. Thank you so much.
Michael S. Napal
Researcher
Name (Optional) _____________________________________
I. PROFILE OF THE RESPONDENTS

Direction: Kindly answer the following by filling only the blank and/or checking
marks inside the blank provided for each item.
1.1 Age:
_____ 15 to 17 years old
_____ 18 to 20 years old
_____ 21 years old and above
1.2 Sex: _____ Male _____ Female
1.3 Strand:
____________ General Academic Strand (GAS)
____________ Humanities and Social Sciences Strand (HUMSS)
____________ Science, Accountancy Technology, Engineering
and Mathematics (STEM)
____________ Information and Communication Technology Strand
(ICT)
____________ Accountancy and Business Management (ABM)
43
ll. SHS LEARNERS’ LEVEL OF LANGUAGE ANXIETY

Direction: The items below describe the level of your language anxiety in oral
discourse. Please indicate your perception on the appropriate criteria below
by checking the space provided for each item. Please use the rating scale
corresponding to the descriptive category indicated below.
LEGEND: 5- High Anxiety

4- Moderately High Anxiety
3- Moderate Anxiety
2- Moderately Low Anxiety
1- Low Anxiety
Moderately Moderately
Low High
Low Moderate High
Anxiety Anxiety
Indicators Anxiety Anxiety Anxiety
(1) (5)
(2) (3) (4)
1. I never feel quite sure of myself when I am
speaking in English
2. I don't worry about making mistakes in
English class.
3. I tremble when I know that I'm going to be
called on in my English class.
4. It frightens me when I don't understand what
the teacher is saying in the English language.
5. It wouldn't bother me at all to take more of
English classes.
6. During English class, I find myself thinking
about things that have nothing to do with the
course.
7. I keep thinking that the other students are
better at English language than I am.
8. I am usually at ease during oral recitation
tests in my language class.
9. I start to panic when I have to speak without
preparation in English class.
10. I worry about the consequences of failing
my English language class.
11. I don't understand why some people get so
upset over English classes.
12. In English class, I can get so nervous I
forget things I know.
13. It embarrasses me to volunteer answers in
my English class.
14. I would not be nervous speaking the
English language with native speakers.
15. I get upset when I don't understand what
the teacher is saying/correcting.
16. Even if I am well prepared for English
class, I feel anxious about it.
17. I often feel like not going to my English
class.
44
18. I feel confident when I speak in English

class.
19. I am afraid that my English teacher is
ready to correct every mistake I make.
20. I can feel my heart pounding when I'm
going to be called on in English class.
21. The more I study for an English oral test,
the more confused I get.
22. I don't feel pressure to prepare very well
for English class.
23. I always feel that the other students speak
the English language better than I do.
24. I feel very self‐conscious about speaking
the English language in front of other students.
25. English class moves so quickly I worry
about getting left behind.
26. I feel more tense and nervous in my
English class than in my other classes.
27. I get nervous and confused when I am
speaking in my English class.
28. When I'm on my way to English class, I
feel very sure and relaxed.
29. I get nervous when I don't understand
every word the English teacher says.
30. I feel overwhelmed by the number of rules
you have to learn to speak English language.
31. I am afraid that the other students will
laugh at me when I speak the English
language.
32. I would probably feel comfortable around
native speakers of the English language.
33. I get nervous when the English teacher
asks questions which I haven't prepared in
advance.
Source: Horwitz, E.K., Horwitz, M.B., and Cope, L. (1986). Foreign Language Anxiety.
Blackwell Publishing on Behalf of the National Federation of Modern Language Teacher
Associations. Retrieved at http://www.jstor.org/stable/327317. (2010).
45
Appendix A.2
Structured Interview Guide
Good morning and welcome to our session. Thank you for taking the time to join
us and participate in this study. My name is _________________ and assisting me
is___________. We're both teachers from Tandag Science National High School. As
part of my study, I would like to know about your perceptions on the use of Gamification
strategy and its effect on your language anxiety. We wish to know what you like and
what you don't like about the approach. You might also share to us your problems in
learning oral discourse using the Gamification strategy.
There are no wrong answers but rather differing points of view. Please feel free
to share your point of view. Please keep in mind that I am just as interested in negative
comments as positive comments, and at times the negative comments are the most
helpful.
We are tape recording the session because we don't want to miss any of your
comments. We know that you can share to us very helpful things in this interview and we
can't write fast enough to get them all down. You may be assured of complete
confidentiality.
Well, let's begin.
Guide Questions:
1. In a scale of 1 to 5, how do you rate your language anxiety in oral discourse? Why do you
give yourself such a rating?
2. Which strategy will you prefer to be used in an English class? Why?
3. Which strategy helps lessen language anxiety? Traditional or Gamification method?
Why?
4. If Gamification strategy will be used in your English class, how do you think will you rate
your language anxiety in a scale of 1-5? Why do think so?
5. What do like in teaching using Gamification strategy and the traditional approach?
6. What do you dislike in teaching using Gamification strategy the traditional approach?
7. What problems have you encountered in speaking in an English class using Gamification
strategy and the traditional approach?
8. What do you think needs improvement in the Gamification strategy?
9. What can you suggest to make teaching of Gamification Strategy better?
10. Is there anything else you would like to say about the topic before we end?
That ends our session. Again, we thank you for your willingness to participate in our
interview. Have a great day.
46
Appendix B.1
PERMISSION LETTER TO THE SUPERINTENDENT
November 15, 2017
DR. GREGORIA T. SU
Schools Division Superintendent
Madam:
Greetings!
With my objective for professional upgrading, I would like to ask your kind
approval to let me conduct my questionnaire to the Grade 11 students in Tandag
Science National High School.
This undertaking is in line with my present research study entitled “THE

EFFECTIVENESS OF GAMIFICATION STRATEGY IN ADDRESSING SHS
LEARNERS' LANGUAGE ANXIETY IN ORAL DISCOURSE “, a requirement for
my Master of Arts in English Language Teaching (MAELT) at Surigao del Sur
state University, Graduate School.
May my humble request merit your approval. Thank you.
Very respectfully yours,
MICHAEL S. NAPAL
Researcher
Noted:
EVELYN T. BAGOOD, Ph.D

Research Adviser
Approved:
GREGORIA T. SU, Ph.D.

Schools Division Superintendent
47
Appendix B.2
PERMISSION LETTER TO THE PRINCIPAL OF JPENHS
November 15, 2017
EVELYN A. BANDOY
Principal
Tandag Science National High School
Tabon Tabon, Tandag City, Surigao del Sur
Madam:
Greetings!
With my objective for professional upgrading, I would like to ask your kind
approval to let me conduct my questionnaire to the Grade 11 students in Tandag
Science National High School.
This undertaking is in line with my present research study entitled “THE

EFFECTIVENESS OF GAMIFICATION STRATEGY IN ADDRESSING SHS
LEARNERS' LANGUAGE ANXIETY IN ORAL DISCOURSE “, a requirement for
my Master of Arts in English Language Teaching (MAELT) at Surigao del Sur
state University, Graduate School.
May my humble request merit your approval. Thank you.
Very respectfully yours,
MICHAEL S. NAPAL
Researcher
Noted:
EVELYN T. BAGOOD, Ph.D

Research Adviser
Approved:
EVELYN A. BANDOY
Principal
48
Appendix C
Written Consent
You have been asked to participate in a Focus Group Discussion (FGD)

regarding the effectiveness of gamification strategy in addressing SHS learners'
language anxiety in oral discourse. The purpose of the study is to determine your
perceptions on the use of Gamification strategy and its effect on your language anxiety.
It is hoped that with this discussion, concrete evidence on the practicality of the
Gamification strategy will be produced. More importantly, appropriate suggestions may
be initiated so I can design a teaching that will cater the needs of learners with language
You can choose whether or not to participate in the interview and stop at any
time. Although the interview will be tape recorded, your responses will remain
anonymous and no names will be mentioned in the report.
There are no right or wrong answers to the interview questions. We want to hear
many different viewpoints and would like to hear from you. We hope you can be honest
in sharing your responses.
If you grant us the permission, please inform us the most convenient time when
we can conduct the interview. You are free to set the interview schedule at any time of
your convenience. Please let us know by indicating your preferred schedule below:
Preferred schedule: __________
Preferred venue: _____________
- - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
I understand this information and agree to participate fully under the conditions
stated above:
Signed:____________________________________________
Date:___________________
49

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Republic of the Philippines

SURIGAO DEL SUR STATE UNIVERSITY

FACULTY OF GRADUATE STUDIES

PROBLEM AND ITS SETTING

The English language as the predominantly used language worldwide and

a prerequisite to the acquisition of a wealth of knowledge has become an

2008); Hence, the ability to communicate in this language is widely recognized as

cultures other than one’s own is an extremely important skill. Consequently,

thousands worldwide study English as a second language (Humphries, 2011).

However, second foreign language learning can be a demanding task for

the existence of anxiety. Most language learners experience a feeling of anxiety

in the process of language learning (Riasatti,2011). Some ESL/EFL learners

in front of others, either in the classroom or outside of the classroom. Every

factor or situation that creates possibilities or enhances the chances of exposing

their deficiencies and language imperfections in front of others is likely to cause

language anxiety for ESL/EFL learners (Hashemi and Abbasi, 2013)

FACULTY OF GRADUATE STUDIES

Hence, consideration of learners’ anxiety reactions in learning to speak

another language by a language teacher is deemed highly important in order to

“gamification” of education generally refers to the idea of incorporating gaming

elements in instruction and instructional tools. With research findings indicating

can also yield benefits (Walsh, 2012).

Such being the case, it is crucial to determine the effectiveness of

Gamification strategy in addressing learners' language anxiety in oral discourse.

It is equally important to investigate the level of language learning anxiety in

FACULTY OF GRADUATE STUDIES

Purpose of the Study

This quantitative-qualitative research is geared towards determining the

effectiveness of Gamification strategy in addressing SHS learners' language

determine which strategy is more effective in teaching learners with language

Traditional Strategy and Gamification Strategy.

the learners with language anxiety; Hence, it is also part of my purpose to

disseminate questionnaires to the SHS Learners and interview high anxiety

learners about their experiences in the classroom, in order to generate

concentrated themes on their perspective about Gamification Strategy.

FACULTY OF GRADUATE STUDIES

Theoretical Lens/ Conceptual Framework

This study is grounded on Krashen’s Affective Filter hypothesis. According

self-confidence, motivation and stress.

In any aspect of education, it is always important to create a safe,

welcoming environment in which students can learn. In language education, this

may be especially important since in order to take in and produce language,

relates directly to Krashen’s hypothesis of the affective filter.

Krashen’s another hypothesis is the Monitor hypothesis. This hypothesis

and focus more on accuracy as opposed to fluency. In instances like this,

FACULTY OF GRADUATE STUDIES

As a second language teacher, it will always be a challenge to strike a

balance between encouraging accuracy and fluency in students. This balance

This study is also anchored on Horwitz, Horwitz and Cope’s Theory of

Foreign Language Anxiety. In their theory, Horwitz, Horwitz and Cope

acknowledged the uniqueness of foreign language anxiety and introduced the

Foreign Language Classroom Anxiety Scale (FLCAS) as an instrument to

measure anxiety levels as evidenced by negative performance expectancies and

social comparisons, psycho physiological symptoms, and avoidance behaviors.

The FLCAS is consisted of 33 statements with significant part-whole correlations

cited by Trang, 2012).

Figure 1 shows the schematic diagram of the study.

FACULTY OF GRADUATE STUDIES

Figure 1. Schematic Diagram of the Study

FACULTY OF GRADUATE STUDIES

Figure 1 presents the schematic diagram showing the variables as

strand. This variable is important to have an understanding of the common profile

of the respondents as this will have an implication on their level of language