Title: The Influence of Communication Apprehension and Language Proficiency on Learning English as a Second Language Am

Communication Apprehension Language Proficiency

3.1 3.4
3.2 3.3
3.3 3.5
3.4 3.4
3.5 3.6
3.6 3.7
3.7 3.7
3.8 3.8
3.9 3.8
4 3.9
4.1 4
4.2 4.1
Communication Apprehension

Mean 3.65
Standard Error 0.104083299973307
Median 3.65
Mode #N/A
Standard Deviation 0.360555127546399
Sample Variance 0.13
Kurtosis -1.2
Skewness -3.34278059778047E-15
Range 1.1
Minimum 3.1
Maximum 4.2
Sum 43.8
Count 12

Communication Apprehension
Communication Apprehension 1
Language Proficiency 0.971832010390262
Learning English as a Second Language 0.958051399631811

SUMMARY OUTPUT

Regression Statistics
Multiple R 0.959047220858535
R Square 0.919771571836479
Adjusted R Square 0.901943032244585
Standard Error 0.0716977143917153
Observations 12

ANOVA
df
Regression 2
Residual 9
Total 11

Coefficients
Intercept 1.05903614457831
Communication Apprehension 0.493975903614458
Language Proficiency 0.168674698795181
Learning English as a Second Language Among Senior High School Students in Region XI
Learning English as a Second Language
3.2
3.3
3.2
3.3
3.4
3.4
3.5
3.6
3.5
3.7
3.8 1. The level of communication
3.9 2. The level of language proficie
Language Proficiency Learning English as a Second Language 3. The level of learning English
4.1 There is a significant relatio
Mean 3.683333 Mean 3.4833333333333 4.2 There is a significant relatio
Standard Error 0.072648 Standard E 0.0660960427612 5. The combined influence of c
Median 3.7 Median 3.45 The signular influence of each c
Mode 3.4 Mode 3.2
Standard Deviation 0.251661 Standard D 0.2289634084832
Sample Variance 0.063333 Sample Var0.0524242424242
Kurtosis -0.952203 Kurtosis -0.7175782685689
Skewness 0.06084 Skewness 0.5170324100013
Range 0.8 Range 0.7
Minimum 3.3 Minimum 3.2
Maximum 4.1 Maximum 3.9
Sum 44.2 Sum 41.8
Count 12 Count 12

Language Proficiency
Learning English as a Second Language

1
0.941362375464638 1

SS MS F Significance F
 0.530401606425703 0.265201 51.58984 1.1734842799E-05
0.0462650602409638 0.005141
0.576666666666667

Standard Error t Stat P-value Lower 95% Upper 95%Lower 95.0%

0.491944102368185 2.152757 0.059768 -0.0538187302902 2.171891 -0.053819
0.254404278166479 1.941697 0.08408 -0.0815265564863 1.069478 -0.081527
0.364485212553041 0.462775 0.654511 -0.6558481355157 0.993198 -0.655848
1. The level of communication apprehension of Senior High School students is high with a mean of 3.65 interpreted as manifested.
2. The level of language proficiency of Senior High School students is high with a mean of 3.68 interpreted as manifested.
3. The level of learning English as a second language is high with a mean of 3.48 interpreted as manifested.
4.1 There is a significant relationship between communication apprehension and learning English as a second language with an r-value of
4.2 There is a significant relationship between language proficiency and learning English as a second language with an r-value of .94 (p<0
5. The combined influence of communication apprehension and language proficiencny on the learning of english as second language is si
The signular influence of each communication apprehension (B=0.49, p>.05) and language proficiency (B=0.17, p>.05) on learning Englis
Upper 95.0%
2.171891
1.069478
0.993198
erpreted as manifested.
as manifested.

nd language with an r-value of .96 which is greater than the critical value of . 576 with a probability value of less than .05
ge with an r-value of .94 (p<0.5)
nglish as second language is significant (F= 51.59, p <.05) with R² of 0.92 this means that 92% of the variation in the learning English as a s
.17, p>.05) on learning English as a second language is not significant. But both of them should be in combination to significantly influenc
less than .05

n in the learning English as a second language is due to the variation of communication apprehension and language proficiency, 8% of the
nation to significantly influence the learning English as a second language.
nguage proficiency, 8% of the variation on the learning English as a second language is due to the variation of other variables not covered
f other variables not covered in the study.