1.

Hwa (2014), students become anxious when they are participated in oral test or activities that
required them to speak English. They can’t think about the word that they want to say in front of the
class. Communication apprehension may exist both outside and inside of the classroom; inside the
classroom there are other types of anxiety; the worries about being evaluated and the worries of looking
foolish in front of peers.

2. LIU (2007) conducted a study to examine anxiety in oral English classrooms in a Chinese
university. The sample consisted of 27 college students responding to a survey (FLCAS: Foreign Language
Classroom Anxiety Survey) and keeping reflective journals. The researcher found out that anxiety was
experienced by many students while speaking English in class especially when making presentations at
the front. Their anxiety was a result of the lack of vocabulary, low English proficiency, and memory
disassociation.

3. Gai and Yang (2010) conducted a study to find out the constituents that affect students’ anxiety
to spoken English and set some results and suggestions to help students to enhance their level in spoken
English. The researchers used a survey with 82 Chinese college students. The results approved that the
participants who had higher anxiety also had the lower spoken English ability.

4. Kuru Gonen (2005) tried to reveal the reasons of Turkish EFL students’ anxiety while they were
reading in the target language. She asked the students to keep diaries for two months on a weekly basis
and then interviewed them. The results showed that there were three main sources of FL reading
anxiety in a Turkish EFL context.

5. Aydin (1999) tried to find out the sources of FL anxiety that Turkish students experience in
speaking and writing. The participants were 36 Turkish first-year EFL students. A questionnaire and
interviews were used. The results of the study showed that students with high anxiety level were
disappointed because of not being able to interact in the FL which led them to encounter FL speaking
anxiety, which also decreased their trust in themselves. Students were worried also of being assessed in
a negative way by their peers in the classroom who were better than them. So, Turkish EFL students
mostly avoided speaking and preferred to remain silent.

6. Kitano (2001) investigated Japanese college learners’ two sources of anxiety in oral practice: (1)
single student’s uneasiness of negative evaluation, and (2) student’s self-awareness ability of speaking.
The participants of the study were 212 students in Japanese courses at two universities. A survey of 70-
item multiple-choice was used. The researcher used correlation and regression to analyze the data. The
results showed that student’s fear of negative evaluation was stronger while an individual anxiety was
higher. Moreover, the anxiety of a male student became higher as he perceived himself less competent.

7. Pappamihiel (2002) examined language anxiety among Mexican students who immigrated and
attended school in the US. Participants were 178 middle-school students. The researcher found out that
interaction with Mexican students increased their levels of anxiety and strategies like avoidance were
used to decrease anxiety.

8. Williams and Andrade (2008) conducted a study on Japanese students. The sample of the study
consisted of 243 Japanese students in 31 English conversation classes at four universities in Japan. The
results of the study showed that language anxiety was related to the results and action stages of the
language learning activity. Moreover, students’ anxieties were caused by their teachers and classmates.
 9. Subaşı (2010) conducted a study that investigated two possible sources of the anxiety of Turkish
students of English in oral practice at Anadolu University. The sample of the study consisted of 55 first
year learners. The findings showed a positive association between an individual’s anxiety level and
his/her fear of negative evaluation. In addition, the analysis revealed the some sources of the students’
anxiety in oral practice like: teachers’ manners, teaching procedures, personal reasons, and previous
experience.

10. Andrade and Williams (2009) investigated learning anxiety on Japanese university students.
The sample consisted of 243 Japanese learners at 31 four-year universities in Japan. The results showed
that anxiety impacted 75% of the participants during English lessons.

11. Petridou and Williams (2007) conducted a study to analyze the effect of test anxiety on person
aberrance. The results showed that higher-scoring pupils and second-language learners are significantly
more often aberrant.

12. Aydin (2013) investigated the level of test anxiety among young learners of English and the
relationship between test anxiety and grade, gender, age, economic background, and achievement level.
The sample of the study consisted of 477 EFL learners from five elementary schools. To collect the data,
the researcher used a questionnaire and the Test Anxiety Scale. The findings indicated that the
participants had a low level of test anxiety.

13. Gregersen and Horwitz (2002) conducted a study to find out the relationship between FL
anxiety and perfectionism. The sample of the study was eight students. Half of the sample was the most
anxious students and the other half was the least anxious. The students were interviewed and by
examining their reactions to their actual oral performance and analyzing their audio tapes, it was found
that anxious learners vary in their individual presentation, uneasiness of evaluation, procrastination, and
fear of mistakes than non-anxious ones.

14. LIU and CHEN (2013) also investigated language anxiety in young EFL learners and how it is
associated to multiple intelligences and learner attitudes. The sample consisted of 216 fifth and sixth
grade learners from two elementary schools. The results showed that the learners went through
language anxiety which indicated in two major components: little confidence in speaking ability and
general worry over language class performance.

15. Tsiplakides and Keramida (2009) conducted a study to investigate the characteristics of anxious
students and to provide instructors with methods to deal with anxiety derived from students’ fear and
uneasiness of negative evaluation from other students and attitude of weak capacities. The participants
were 15 Greek students. The results showed that English language speaking anxiety has appeared among
six students as a consequence of fear of negative evaluation from other students and their low self-
confidence of their abilities.

16. Krashen (1982) also said, “There are two independent systems of foreign language
performance: 'the acquired system' and 'the learned system'. The 'acquired system' or 'acquisition' is the
product of a subconscious process very similar to the process children undergo when they acquire their
first language. It requires meaningful interaction in the target language - natural communication - in
which speakers are concentrated not in the form of their utterances, but in the communicative act.”
 17. Labib, (2008) said, “It has always been very interesting that in case of speaking most of the
students gave odd response as compared to the other types of anxiety. Speaking anxiety is the most
provoking anxiety. Many of the researches in case of observing a foreign language anxiety suggest that
the ratio of anxiety in speaking was always high in students.

18. According to Horwitz (1999), a research study conducted at the university of Texas reported
that students feel very much anxious while listening a foreign language, some of those reported that
they were feeling confused in identifying the sounds of a foreign language and some of them reported
that they only heard a loud buzz or a very irritating sound when teacher was speaking. Students were
totally unaware of what the teacher was saying and what they listened even they were more confused
while listening than speaking. Even when they were asked to utter a similar word like that one uttered by
the teacher they were feeling shy and uncomfortable and were not able to speak even a single word.

19. Coates and Thoresen (1976) noted that anxiety in teachers might result in higher student
anxiety level. High-anxiety teachers will avoid task-oriented behavior to competent students rather than
incompetent ones. Briefly, the effect of teacher anxiety does not only impact for the teacher
themeselves, it also impacts to the students’ motivation as well as achievement. High-anxiety teachers
also avoid more talking and give less task-oriented behavior at some level of students.

20. Coates and Thoresen (1976) reported that High-anxiety student teachers compared with those
with low anxiety, (a) tended to yell less often, (b) were more affectionate in their speech but gave their
pupils less verbal support, (c) spent more time structuring activities, (d) spent less time in miscellaneous
"chatter," and (e) engaged in more "hostile speech and behavior." Students of high-anxiety teachers also
tended to be more disruptive than students of low-anxiety teachers. This study indicated that at some
levels, anxiety affects both teachers and their pupils. Teacher with high-anxiety level will show less
yelling to their students. They proud of their talking but give less oral motivation. This impact student
achievement since they perceive less motivation from their teachers. It may also cause laziness in
involving the subject. Moreover, it will not interest learners who have less attitude toward English. High-
anxiety teachers also spend the time with less talking to their students. It may cause the students
perceive that they are not involved in the learning process.

1. In 2004, President Gloria Macapagal-Arroyo initiated a return to English as the primary language of
instruction in Philippines schools. With a large part of the country’s Gross Domestic Product (GDP)
coming from the remittances of overseas foreign workers and from outsourced call centers located
throughout the country, the reliance on English proficiency was apparent (Gonzalez, 2006). In 2006,
Representative Eduardo Gullas proposed an English-only bill in Congress to make English the primary
language of instruction in all Philippines’ classrooms. This bill was countered in 2008 when
Representative Magtanggol Gunigundo produced a multilingual education bill that called for the use of
local languages in Philippines’ classrooms for performance one through six.

2. Verbal fluency or the lack thereof was recognized as a chief cause of anxiety. Other aspects found to
be related to verbal fluency were vocabulary and pronunciation. Previous findings showed that training
in the language resulted in facility in its use. Children who were comfortable in using English in the
classroom, for example, were those who most probably spoke the language in their homes and past
schools (Del Villar, 2002).
3. Del Villar (2010) investigated the anxiety attributions of beginning public speaking students in the
state run university. Her finding revealed that there are eight factors that students attribute their anxiety
to. These are expectation, training and experience, audience, self-worth, rejection, verbal fluency,
preparation and previous pleasant experience. The majority of the students also believe that they would
overcome their public speaking anxiety. Further, the students believed that the most important remedies
were practice, confidence, and exposure.

4. Jonathan Malicsi (2007) from University of the Philippines Diliman, found that Philippine English has
particular linguistic features that arose out of a gradual drift in language learning away from the native
language speaker such that generations of Filipino learners of English have picked up the form and rules
of English from Filipino second-language learners trained by other Filipino second 62 language learners.

5. F. Sionil Jose (2003) A renowned Filipino author, he was written extensively about the anxieties and
struggles of the Filipino people, particularly in his epic series called "The Rosales Saga." His novels often
explore themes of social inequality, colonialism, and the psychological impact of these issues on
individuals.

6. Fernandez (2022) The Philippines is considered one of the largest English-speaking nations in the
world. In fact, English is one of the official languages in the Philippines. But throughout the years, a
gradual deterioration in English language proficiency can be observed among Filipinos based on the
EF English Proficiency Index, Test of English for International Communication (TOEIC), and the
average score of Filipino IELTS takers. This paper aims to discuss the different factors behind the
descending Filipino English proficiency, such as learners’ motivation, parental involvement, learning
environment, teaching strategies, comprehensive input, learners’ socio-economic status, and
learners' age.

7. Carlos Conde of Davao City Philippines in his article Erosion of English Skills Threatens Growth in
the Philippines states that the deterioration of English proficiency has been linked to an overall
decline in Philippine education. Accordingly, there’s a recent government study that shows only 7%
of high school graduates can properly read, speak or understand English, and 14 poorly trained
teachers are partly to blame. Education is the key to success. We should go with the flow of change
and competence, throwing our best assets; ourselves. In this world of competition, it is ourselves
that we cling to. Be practical. Don’t be the last in the human race. Being proficient in the English
language can make anybody be in any place, can prosper in a business, and has an edge over
anyone.