Republic of the Philippines

SORSOGON STATE UNIVERSITY

Office of the Vice President for Research, Extension, and Training
Magsaysay Street, Sorsogon City
E-mail Address: ords@sorsu.edu.ph Tel. No. (056) 211-0200

STRATEGIES FOR COPING WITH

ENGLISH SPEAKING ANXIETY IN CLASS
AMONG ENGLISH MAJOR STUDENTS
OF SORSOGON STATE UNIVERSITY

Axl Rose L. Herrera

Khiara Quenzelle D. Belleca
Caryl Mae P. Habla

Sorsogon State University

ABSTRACT

English proficiency is a multidimensional skill that requires continuing development.

This can occur when students reflect on the process of speaking and practice openly without fear
of judgment. According to reports, up to half of all language students suffer from crippling levels
of anxiety when speaking. This study aims to investigate the current level of English-speaking
anxiety, specific situations that generate English speaking anxiety, the causes of anxiety in
speaking English, and strategies that English-major students at Sorsogon State University may
employ to overcome anxiety when using English for oral communication in class. It is a mixed-
methods study wherein the researchers used the PRCA-24 survey as well as a one-on-one semi-
structured interview schedule to gather the necessary data. The findings revealed that the
population under study had a moderate level of English-speaking anxiety. Furthermore, the
following were the most common causes of anxiety among students when speaking English: (1)
classroom activities such as reporting, recitations, and impromptu activities; (2) lack of
knowledge of the lesson, grammar, and vocabulary; (3) negative experiences, overthinking,
pressure, and judgment; and (4) fear. Practice and immersion in the language, as well as self-talk,
distraction, and trying to calm down, are coping strategies used by respondents to overcome their
speaking anxiety. The proposed output is a seminar focused on helping individuals overcome the
fear of speaking and improving their English language fluency and confidence.

Keywords: English speaking anxiety, Coping Strategies, English Major students, PRCA-24.

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INTRODUCTION

English has become a remarkable mirror of all progress and development in recent years.
Being the official language of numerous countries, it is the sole language that functions as a
global link language, uniting people. It is not just a language of commerce, industry, and
information; it also instills confidence, creativity, and the ability to discover, invent, develop, and
create (Rajitha and Alamelu, 2020). English as a medium of instruction is an important
component of the Philippine education system. Its use has expanded so far that it is now
embedded in practically every facet of communication. Furthermore, one of the country's major
strengths, which has helped propel its economy and made the country the leading provider of
voice outsourcing, is Filipinos' English proficiency (Jugo, 2020).

Speaking is viewed as a required and beneficial distinguishing trait in the educational sphere.
Foreign language learners, on the other hand, frequently experience emotions of stress, worry, or
anxiety while learning the target language, experiencing a mental block to learning. Language
anxiety is daunting among university students, with estimates suggesting up to half of all
language students suffer from crippling levels of speaking anxiety. The sensation of stress and
concern is linked with second language circumstances, such as speaking, listening, and learning.
The extent or degree of speaking anxiety is influenced by a variety of internal and environmental
variables (Rajitha and Alamelu, 2020).

Speaking anxiety can have a significant impact on individuals' confidence, performance,

and mental health, understanding effective strategies for coping with speaking anxiety can help
individuals overcome their fears and develop their communication skills, which can lead to
greater success and well-being. However, learning English as a second language (ESL) or
English as a foreign language (EFL) has been found to be negatively influenced by psychological
factors such as anxiety, lack of motivation, and low confidence (Rashid et al., 2020). The high
degree of anxiety limits the learners' comprehension and performance skills. Since causing stress
or worry consolidates the negative effects of the affective components, the learners are unable to
profit from the best (Rashid et al., 2020).

One of the pressing problems in the process of teaching and learning is anxiety with
regard to English language speaking. Anxiety is described as a psychological discomfort or
disquiet brought on by a dread of danger or catastrophe. Moreover, anxiety has a huge influence
on learning and speaking the English language. On the other hand, Djafri and Wimbarti (2018),
identified that learners' motivation had no effect on their language anxiety. Meanwhile, students’
perception of the teacher's performance has a major impact on their language anxiety. Djafri and
Wimbarti recommended that language teachers focus more on their teaching methods and
practices in the classroom, as well as how to establish a more conducive learning atmosphere in
the classroom to decrease language anxiety experienced by learners.

It is notable that English speaking competency is a multifaceted talent that requires ongoing
development, and this progression can take place when students reflect on the process of
speaking and practice openly without fear of being judged (Bejtullahu, 2016). Language anxiety
can indeed be influenced by the social situation in a variety of ways. Language anxiety may be
induced by a competitive environment, challenging connections with peers and instructors,

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especially today in the new learning setup or online classes, and the possibility of humiliation.
The most distressing result of language anxiety, nevertheless, is the psychological impact it has
on the speaker. Learning and speaking the lingua franca which is the English language should
not be a terrifying incident, but somehow it is for certain learners.

The research is relevant in terms of its implications for foreign or second language
instruction, especially in situations where students come from diverse cultural and linguistic
backgrounds. This study will provide further information with regards to the matter of language
anxiety and assist teachers in language mainly English, in creating a positive classroom
atmosphere even virtually to know how essential reduction of anxiety is, as it aims to investigate
the strategies for coping with English-speaking anxiety among English-major students in
Sorsogon State University. This is through identifying the current level of anxiety in speaking
English among the students, the causes of anxiety in speaking English among the students, the
specific situations that cause anxiety in speaking English among students, the coping strategies
of the students to overcome anxiety in speaking English, and what can be proposed based on the
findings of the study

METHODOLOGY

Research Design
The study is a mixed-methods research design that employs a sequential explanatory
design strategy. It aims to investigate the current level of English-speaking anxiety, specific
situations that generate English speaking anxiety, the causes of anxiety in speaking English, and
strategies that English major students at Sorsogon State University may employ to overcome
anxiety when using English for oral communication in class. According to Creswell (2012), a
mixed methods research design is a method for gathering, analyzing, and "mixing" quantitative
and qualitative research and methods in a single study in order to further investigate a research
problem. Meanwhile, the explanatory-sequential approach is used when the researcher intends to
supplement quantitative findings with qualitative data. As a result, the qualitative data is used in
the subsequent interpretation and clarification of the quantitative data analysis results (Edmonds,
W. & Kennedy, T., 2017). Hereafter, the researchers correspondingly collected and analyzed the
quantitative data from the PRCA-24 survey, followed by the qualitative data gathered from one-
on-one scheduled interviews, to assist in interpreting the results and findings of the survey.

Respondents
Survey Respondents
The survey respondents were all English major students at Sorsogon State University. All
of the respondents were English major students, ranging from first-year students to fourth-year
students. The online survey form was sent to a total of 89 English major students. Among them
are 24 first-year students; 16 second-year students; 22 third-year students; and 27 fourth-year
students. However, only a total of 60 students, including 11 first-year students, 16 second-year
students, 10 third-year students, and 23 fourth-year students, were able to answer and respond to
the sent survey.

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Interview Respondents
The interview respondents were 14 English-major students with high anxiety levels at
Sorsogon State University. The method for selecting the interview participants was based on
their survey scores: respondents with the highest level of English-speaking anxiety and those
scoring ninety points or more on the instrument used. The respondents consisted of six first-year
students, five second-year students, two third-year students, and a fourth-year student. Among
the interviewees, there were 13 females and 1 male. Additionally, for ethical considerations, the
researchers used pseudonyms to refer to the respondents.

Research Instrument
To investigate the students’ level and sources of anxiety in speaking English in class, both a
survey and a semi-structured interview were employed. For the level and sources of English-
speaking anxiety, the data was gathered by using an online survey through Google Forms among
English Majors from all year levels at Sorsogon State University. The researchers made use of a
Personal Report of Communication Apprehension (PRCA-24), which is an instrument designed
by James McCroskey to help individuals assess their personal level of communication
apprehension. It is the most commonly used instrument in college courses to assess students'
communication anxiety. The instrument is intended to assess anxiety in four different
communication contexts: interpersonal or dyadic; small group; meeting or large groups; and
public speaking. The scale employs five-point Likert items with ratings ranging from 1
("strongly disagree") to 5 ("strongly agree"), and it can be scored overall by adding the ratings of
the 24 items, or it can be computed separately for each specific situation. The PRCA-24 can help
students understand how anxious they are about communication and can serve as a foundation
for developing a strategy for coping with it (McCroskey,1982).

Then, a semi-structured one-on-one interview was conducted using an interview schedule

with the respondents who have been shown to have high anxiety levels, which are those scoring
ninety points or more on the instrument used. The interview schedule is composed of an opening,
the body, and the closing. The opening is done by establishing rapport with the interviewee and
by indicating the objectives as well as the timeline for the whole interview. Afterwards, the body
is when the interviewee is asked about the covered topics and listed questions by the researchers.
Finally, the closing is when the researchers summarize the whole interview session to the
participants, discuss the next course of action, and give thanks to the respondents for their time
and effort.

Data Collection and Procedures

The PRCA-24 survey, along with the information about the study's details and their
consent to answer the survey, was sent and distributed to all English major students in all year
levels. The respondents answered the survey online through Google Forms. It took two weeks for
the data to be collected. Upon the collection of the survey responses, the researchers computed
and interpreted the scores and results of the PRCA-24 survey by following McCroskey’s guide
and scoring sheet. The researchers then selected respondents who had the highest level of
anxiety. Hereafter, the semi-structured interviews were conducted with participants who
demonstrated a high level of anxiety with overall scores ranging from 90 and above.

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Additionally, each interview was recorded with their consent and lasted for about 10 to 20
minutes. It took a week for all the participants to be interviewed. After the interview, the
researchers then proceeded to transcribe the recorded interview and analyze the data through
content analysis.

Statistical Treatment of Data

McCroskey’s scoring system sheet for the PRCA-24 was used to interpret and analyze
the results of the survey. After collecting data on communication apprehension, the researcher
computes sub-scores based on different aspects of communication. The overall score is then
calculated by combining the sub-scores. Once the sub-scores and overall score are computed, the
researcher assigns each respondent a level of communication apprehension based on their score.
This is done by using the predetermined scale. The researchers followed a specific computation
for every sub-score and overall score to determine the level of communication apprehension of
the respondents. Afterwards, statistical measures such as the mean and standard deviation were
measured.

RESULTS AND DISCUSSION

1. The current level of anxiety in speaking English among English-major students.
The study was conducted on all English-major students from Sorsogon State
University, ranging from freshman to senior year students. However, only 60 students were
willing to participate in the survey. Among them, 18% (11) were freshmen students, 27%
(16) were sophomores, 17% (10) were third-year students, and 38% (23) were fourth-year
students. The result of the PRCA-24 survey presented through mean and standard deviation
can be seen in Figure 1 below.
PRCA-24: Mean ± Standard Deviation

Year Group Meeting/ Large Interpersonal/ Public Score

Level Discussion Group Dyadic Speaking
Discussion Interaction

1st Year 19.27 ± 5.24 22.18 ± 4.64 21.82 ± 5.51 24.27 ± 4.08 87.55 ± 16.00

2nd Year 17.88 ± 4.11 20.63 ± 4.77 18.13 ± 5.68 22.88 ± 5.70 79.5 ± 16.97

3rd Year 16.5 ± 3.24 19.6 ± 4.50 16.7 ± 4.80 22.3 ± 4.81 75.1 ± 15.52

4th Year 15.26 ± 4.19 16.83 ± 4.71 17.26 ± 3.52 19.17 ± 6.05 68.52 ± 15.54

Overall Score:
TOTAL 16.9 ± 4.41 19.28 ± 5.02 18.23 ± 4.97 21.62 ± 5.69 76.03 ± 17.13
Table 1 Mean and Standard Deviation of the current level of anxiety in speaking English among
English-major students

The mean and standard deviation of the current level of anxiety in speaking English
among English-major students at every year level are presented in Figure 1 above. As shown in
the table, first-year English-major students (87.55 ± 16.00) have the highest level of
communication apprehension and anxiety among other year levels, followed by third-year
students (87.55 ± 16.00) and second-year students (79.5 ± 16.97). Lastly, the fourth-year

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students (68.52 ± 15.54) had the least level of communication apprehension and anxiety. The
study's findings also revealed varying degrees of communication apprehension and, hence,
anxiety for the respondents. Overall, the mean and standard deviation of the PRCA-24
questionnaire were 76.03 ± 17.13. Based on the PRCA-24 scoring system, this means that,
statistically, most of the participants have a moderate level of anxiety, since scores ranging from
51 to 80 indicate an average or moderate level of anxiety and communication apprehension.

Regarding the four areas of the PRCA-24, the students' mean and standard deviation in
the dimensions of public speaking was 21.62 ± 5.69, in small group discussion 16.9 ± 4.41, for
dyadic interaction 18.23 ± 4.97, and in large groups 19.28 ± 5.02. Since scores above 18 indicate
some degree of apprehension, the results revealed that communication apprehension and
speaking anxiety in the public speaking dimension were higher than in the other dimensions.
Based on the results, the majority of the participants feel more anxious during public speaking
than during group discussions and dyadic interactions. Furthermore, the results show that
students from all year levels have high anxiety in public speaking and less anxiety when it comes
to engaging and participating in group discussions or meetings, which further proves that the
studied population had a moderate level of English-speaking anxiety.

2. The causes of anxiety in speaking English among the students.

Knowing the causes of anxiety in speaking English among students is critical as it helps
in addressing the factors that trigger this among learners. It is important to be acknowledged in
order to understand the reasons why the English Major students of Sorsogon State University
experience speaking anxiety. The responses of the chosen interviewees from the result of the pre-
survey with the question, “For you, what are the sources of stress and anxiety when speaking
English in class?” highlighted various causes that prompt them to feel anxious when utilizing the
mentioned language within the class setting.

2.1 Classroom Activities

Various respondents expressed that classroom activities like recitations, impromptu
speeches, or reporting trigger their anxiety when speaking English. These academic situations
overwhelm the students with nervousness because of the presence of other people, hence they
cannot express their thoughts clearly. Recitations are usually on the spot which is why some
students experience mental blocks because they are not prepared to answer whatever question the
teacher gives. In relation to this, Kate, a participant elaborated on why they feel anxious during
classroom activities like recitation:

“Recitations because they expect that we should speak fluently in English, and they might point
out our mistakes in front of the class. Students became more introverted now with this kind of
set-up because there is no human interaction and the only way to communicate is through chat
or calls”

The fear of speaking in recitations due to concerns about fluency and the possibility of
mistakes being pointed out is a common issue for many people, particularly those who are non-
native English speakers or who lack confidence in their language skills. Research has explored
various aspects of this fear and ways to overcome it. One study conducted by Yan et al., 2023
explores the effect of anxiety and self-efficacy on class, examining the relationship between

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anxiety, self-efficacy, and English language proficiency among international students in a public
speaking class. The results indicated that anxiety levels were negatively correlated with self-
efficacy and speaking skills, suggesting that students who were more anxious tended to have
lower levels of confidence in their language skills and were more likely to struggle with speaking
in front of others.

Another study investigated the impact of peer feedback on anxiety and performance in a
public speaking course for non-native English speakers. The researchers found that receiving
feedback from peers in a supportive and constructive manner helped to reduce anxiety and
improve performance, suggesting that creating a supportive learning environment can be helpful
in overcoming the fear of speaking in recitations (Kazemi et al., 2020). Overall, the fear of
speaking in recitations due to concerns about fluency and the possibility of mistakes being
pointed out is a common issue that can be addressed through a combination of supportive
learning environments, targeted interventions, and practice.

2.2 Lack of Knowledge

Another cause which influences students’ anxiety when speaking in English is the lack of
knowledge about the lesson, grammar, or vocabulary. This can be a significant cause of anxiety
for students when speaking in English when students are not familiar with the topic or have
limited knowledge of the grammar and vocabulary needed to express their ideas, hence, they
may feel anxious or nervous about speaking up in class or participating in group discussions.
Students may feel unprepared or uncertain about their ability to communicate effectively. They
may worry that they will not be able to express their ideas clearly, or that they will make
mistakes in their grammar or vocabulary. This lack of confidence can then lead to anxiety,
making it even more difficult for them to communicate effectively. Moreover, students may fear
that they will be judged or evaluated negatively by their peers or teacher if they make mistakes
or appear ignorant about the lesson, grammar, or vocabulary. This fear of being criticized or
evaluated harshly can further contribute to their anxiety and make it more difficult for them to
speak up in class.

“The lack of vocabulary-not having enough knowledge of what words are best to use or not
knowing in what way to word my thoughts. I think if I had a wider vocabulary, or if I had more
exposure to the language at a younger age, I would have been more fluent than I am now and
have more confidence in speaking”
-Zee

However, this is in contradiction of both research by Dev & Qiqieh (2016) and Marpaung
(2018) which claims that there is no significant correlation between English language proficiency
and speaking confidence. These findings suggest that while English language proficiency may be
important for effective communication in English, it may not necessarily be the sole determinant
of speaking confidence. Other factors, such as previous experiences with speaking in public,
personal beliefs, and attitudes towards speaking, and levels of anxiety, may also play a role in
shaping speaking confidence. It's worth noting, however, that these studies are limited by their
specific sample populations and research methods. More research is needed to explore the
complex relationship between English language proficiency and speaking confidence, and to
identify other factors that may influence speaking confidence among English language learners.

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In contrast, another respondent cites that rather their level of proficiency, it is their perceived
preparedness for a speaking event which affects their speaking apprehension.

“I think I feel anxious every time that I have to answer or recite unprepared, especially if the
atmosphere in class is kind of intimidating or oppressing”
- Carol

According to the respondents, during class discussion and a little knowledge regarding
the lesson itself or the grammar and vocabulary in English have a significant impact on their
speaking anxiety for its results to nervousness that affects their academic performance. Research
has shown that learners' knowledge of the lesson itself, as well as their knowledge of grammar
and vocabulary in English, can have a significant impact on their speaking anxiety (Hutabarat &
Simanjuntak, 2019). When learners lack knowledge of the subject matter or struggle with
English grammar and vocabulary, they may experience increased levels of nervousness or
anxiety, which can ultimately affect their academic performance.

One reason for this may be that learners who lack knowledge of the lesson or language
may feel less prepared and less confident when speaking in class. This lack of confidence can
lead to increased anxiety, which in turn can further impair their performance. Hence, learners
who have a strong foundation in grammar and vocabulary tend to feel more confident when
speaking in English. This confidence can help to reduce anxiety and improve overall
performance. Thus, the impact of knowledge on speaking anxiety highlights the importance of
providing learners with a solid foundation in the subject matter and language skills needed to
communicate effectively. By providing learners with the necessary tools and support, educators
can help to reduce anxiety and improve academic performance, ultimately enhancing learners'
overall success.

2.3 Negative experience, overthinking, pressure, and judgment

Lingering thoughts affect an individual’s behavior, especially when speaking with other
people. As mentioned by the respondents, the causes of their speaking anxiety are negative
experiences, overthinking, pressure, and judgment of other people which triggers them every
time they have to speak in English in front of the public. When a person thinks negatively, it
impacts their outlook, thus it also influences the way they express themselves. Past experiences
also play a critical role as it molds the way they think and how their self-esteem is shaped.
Similarly, pressure and judgment, based on the responses of the specific students carry weight
for it controls the way they speak and act in front of other people.

One of the respondents expresses their fear of making mistakes since English is expected
to be their field of. This fear often stems from the pressure to perform at a high level and the
expectation that as an expert, one should be able to deliver flawless work.

“As a third-year student, I think the pressure of being an English major is what makes me feel
most anxious because as an English major student it feels like a sin to commit mistakes when
speaking English. Since we’re already in our third year we are expected to speak fluently when it
comes to using the English language. However, when I was a freshman, I had a different reason
why I felt anxious. Before I was anxious because I was still in the stage of adjustment, so I felt

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shy about speaking in class”
-Cherry

Similarly, a study found that students who reported higher levels of fear of making
mistakes were more likely to have reduced participation in educational activities, along with
experiencing fatigue, sleep deprivation (Arora et al.,2008). This suggests that the fear of making
mistakes can have significant negative consequences for professional development and well-
being. The fear of making mistakes can lead to several negative consequences, including
decreased confidence, increased anxiety, and reduced performance. It can also lead to a
reluctance to take on new challenges and a tendency to stick to familiar tasks where one feels
more comfortable and less likely to make mistakes.

2.4 Fear
Amongst the most intense emotions is fear. It has a significant impact on both a person’s
mental and physical capability. The participants expressed how fear affects their speaking ability
when it comes to utilizing the English language. Two respondents mentioned how fear triggers
their anxiousness and how it influences their academic performance. Moreover, external factors
like the instructor impacts the way they speak in class. For one of the respondents, this is the
instructor's attitude which playa a significant role in their fear of speaking in class.
“I think my source of anxiety and stress when speaking English in class is fear, especially if the
teacher is a terror one”
-Collens

The student mentions how her level of speaking anxiety relates to how the teacher
behaves. In relation, a study found that students who perceived their instructor's nonverbal
behavior as negative (e.g., frowning, looking bored, or showing disinterest) reported higher
levels of anxiety and fear of speaking in class. On the other hand, students who perceived their
instructor's nonverbal behavior as positive (e.g., smiling, nodding, or showing interest) reported
lower levels of anxiety and fear of speaking in class. The study suggests that the instructor's
attitude can have a significant impact on students' feelings of comfort and confidence in speaking
in class. It highlights the importance of instructors being aware of their nonverbal behavior and
taking steps to create a positive and supportive learning environment that encourages student
participation.

3. The specific situations that cause anxiety in speaking English among students.
There are a lot of situations or occurrences within the learning environment which
precipitate anxiety among students when speaking in English. Anxiousness is greatly triggered
by a lot of facets, and this was further explained by the respondents. With this question, “What
situations or classroom activities make you feel anxious when speaking English in class?”
several situations were mentioned by the participants and were elaborated on as to how it affects
their speaking ability.

3.1 Recitations or Impromptu Speaking Activities

Almost all of the participants mentioned how recitations or impromptu speaking activities
cause anxiety in speaking English for they only have a little time to prepare and conceptualize
ideas, especially when the questions are given on the spot during class discussions. The students

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claimed that it intimidates them, especially when the professor is strict and there are a lot of
people who listen and watch them while speaking. With this, one of the respondents attributes
her confidence in speaking to her level of preparedness before a speaking event.

“It’s usually presentations with an audience or impromptu speaking activities. The more
unprepared and the more people in the audience, the higher my anxiety is”
-Alli

Recitations and impromptu speaking activities can cause anxiety in non-native speakers
of English since they may feel self-conscious about their pronunciation, grammar, or vocabulary,
which can make them hesitant to speak up in front of others. This self-consciousness can be
especially pronounced during impromptu speaking activities, where they may not have time to
prepare or rehearse what they want to say. Further, another respondent agrees with the statement.

“Same with Kath, in terms of recitation because the fact that it is on the spot, the questions given
by the professor must be answered immediately which results in a mental block. I do not know
what to say and I cannot think clearly”
-Joan

Non-native speakers of the English language may feel anxious about their ability to
communicate effectively in English. They may worry that they will not be able to express
themselves clearly or accurately, which can lead to feelings of frustration or embarrassment. This
anxiety can be especially acute during recitations or impromptu speaking activities, where they
may feel pressured to perform well in front of their peers. They may also be anxious about being
judged or evaluated by others. They may worry that their classmates or instructor will notice
their mistakes or deficiencies in English, which can lead to feelings of shame or inadequacy.
This anxiety can be especially challenging to overcome during recitations or impromptu
speaking activities, where the focus is on individual performance and evaluation.

3.2 Reporting
The chosen participants of the study expressed how reporting impact their speaking
anxiety either be it individual or group activities. Considering the context, especially when there
are a lot of people listening, it prompts nervousness among the students. As stated by the
students, compared to recitations, they prefer tasks wherein they report about a topic since in this
activity they can prepare themselves for whatever they will talk about in class and another option
is that they can collaborate with other students if it is a group activity.

“Recitation makes me feel anxious because I feel like I will make an error while speaking in
English. But in terms of group reports, I am less nervous since I have my classmates with me,
and I can prepare beforehand. Recitations really make me feel nervous, I also have sweaty
hands and I stutter”
-Kath
The respondents suggest that group settings can promote feelings of cooperation and
support among individuals, which can help to reduce their anxiety and increase confidence
during public speaking tasks. While there are no studies to support that individuals who worked

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together in a cooperative and supportive group report higher levels of self-esteem and lower
levels of anxiety compared to those who worked alone or in a competitive setting, respondents
report being more likely to feel confident and less nervous when speaking in public when they
feel supported by their peers. On the other hand, another respondent cites how

“When my classmates look at me when I speak, it feels like they’re staring, and it distracts me
from being able to gather my thoughts. Also, when I have to participate in activities without
preparation because I’m always anxious about whether my answers are right or not. Reporting
is a specific activity since the one professor I recall required us to be creative as much as
possible. For me, this is a great pressure since I was tasked to impress not only our teacher but
also our classmates as well.”

This is similar to how individuals with social anxiety disorder tended to avoid eye contact
during public speaking tasks such as study suggested that this may be due to the perception that
eye contact is threatening or intimidating, which can exacerbate feelings of anxiety and stress
(Rubin et al., 2020). While the study does not directly address the phenomenon described, they
do suggest that eye contact can play a role in public speaking anxiety. In situations where eye
contact feels distracting or overwhelming, individuals may benefit from techniques such as
looking at a fixed point in the room or focusing on the back of the room rather than making
direct eye contact with audience members.

4. The coping strategies of the students to overcome anxiety in speaking English

An alternative to mitigating anxiety in speaking in English is identifying coping strategies
that students could practice in actual situations. In understanding what strategies Secondary
Education university students majoring in English who were shown to have high anxiety levels
make use of, the analysis of the respondents' answers to the general question, “What do you do to
overcome or lessen your anxiety when speaking English in class?” along with its follow-up
questions revealed several techniques that students practiced to reduce their speaking anxiety.

4.1 Practice and immersion in the language

Most of the participants expressed that they could practice speaking only in the class
environment. Thus, their way of trying to alleviate their anxiety was through creating more
speaking opportunities for themselves. Through this, they would get a chance to learn or practice
the language outside class, in a less formal environment. Regarding this, one of the respondents,
Kate, expressed that:

“My little brother and I grew up speaking in English, it is our first language. However, in my
elementary years, I got more used to speaking in Filipino. My brother remained fluent though,
so I try to converse in straight English with him when I can. Also, back in high school, I used to
always converse in English with my friends but since we didn’t talk much because of the
pandemic, I just talked to my brother (to practice).

Improving one's understanding of a language can help to reduce anxiety when speaking
because it can increase confidence and improve communication abilities. When individuals have
a better understanding of a language, they may feel more confident in their ability to speak and
communicate effectively. They may feel more comfortable using the language in a variety of

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settings and may be less anxious about making mistakes or being misunderstood. Further,
understanding the language can help to reduce uncertainty since if they have a better
understanding of a language, they may be less uncertain about how to communicate effectively.
They may be more familiar with the vocabulary and grammar of the language and may be better
equipped to express themselves clearly and accurately. This can help to reduce anxiety about not
being able to communicate effectively.

Nine of the fourteen respondents agreed that the limited exposure to the target language
and the lack of opportunities for them to practice speaking was the reason behind their
apprehension in speaking since resulting from this, they feel embarrassed or stressed when they
are required to speak in class. Similarly, the statements from the excerpts agreed to this
statement. One of such was Jai who mentions:

“(I)try to talk to my classmates in the language as much as possible or when at home, talk to
yourself and practice. In that way, you would have more confidence because you’re already used
to speaking. You have to have constant practice. immerse yourself in the language so you would
be more comfortable with it.”

According to the respondents, they are much more confident when they feel they know
what they are talking about. This can be attributed to the fact that speaking in foreign languages
can be influenced by psychological aspects such as anxiety and self-confidence. (Tridinanti,
2018). Thus, it is important for teachers to encourage students to improve their self-confidence
when the students are communicating in English.

4.2 Self-talk, distraction, and trying to calm down

In contrast to the students who alleviate their anxiety through gaining confidence by
compensating for their lack of knowledge in grammar and vocabulary, there are also those who
cope through distractions and calming methods. This includes walking around the classroom,
trying to have positive thoughts, making use of fidget toys, and self-talk. However, most of the
respondents have mentioned that their efforts do not work sometimes. With this, it is evident that
these distraction methods reduce anxiety more than not doing so although they still do not result
in a significant reduction in students’ speaking apprehension. There were also some students who
experienced speaking anxiety that gave up on putting in the effort to improve their performance
and avoided talking when possible.

“I pray and calm myself in order to overcome my fear. I recite and comfort myself through
words of affirmation that I can, and I am capable of speaking in English in front of the class.”
-Britt

Self-talk, distraction, and calming techniques can be effective strategies for lessening
speaking anxiety. It involves using positive, encouraging language to boost confidence and
reduce anxiety. Examples of self-talk might include repeating affirmations such as "I am capable
of speaking confidently" or "I am well-prepared for this presentation." By focusing on positive
thoughts and beliefs, individuals can counteract negative self-talk and reduce anxiety.

Page | 12
 Further, it can be gathered through the responses that the students’ teacher and peers play
a significant role in helping students to either overcome their anxiety or exacerbate such
apprehension. This is since within the classroom, they play various roles such as being those of a
facilitator or motivator. According to the majority of the respondents, teachers have a significant
impact on influencing the emotions of the students since the way they speak, treat, and approach
their learners can either encourage or demotivate them within class discussions. With this, how
their peers react was also mentioned as something that causes them to be anxious. Consequently,
they believe that such factors are out of their control and think not much on hoping that the way
they deal with anxiety would work but rather that they have tried to not feel as anxious.

“I usually try to distract myself. Sometimes it works, sometimes it doesn't. I do this by focusing
only on one person (usually the teacher) and if the air around them is tense and intimidating,
this does not work to ease the anxiety.”
-Alli

English is an entirely different language from the respondents’ first language. They find
learning the language quite challenging, mainly speaking in that language, especially since they
are expected to teach the said language they are struggling with in their near future. Through the
respondents’ insights comes an understanding of the complexities of university students’
strategies in mitigating their speaking anxiety, therefore broadening their understanding of the
topic. Moreover, preparation, rehearsal, and distraction techniques were practical when students
feel less anxious before they are expected to speak, though, to some, these efforts do not pay off.
In sum, the interviews revealed that there were only limited techniques that students practice to
reduce their speaking anxiety and most of such techniques were things that they do not always do
to relieve tension since from most of them, such practices do not work.

5. Proposed output based on the findings of the study

The study revealed that most English major students at Sorsogon State University were,
to some degree, having speaking anxiety. Further, it has also shown that the students only had
limited techniques for them to practice in order for them to reduce their speaking anxiety. In fact,
while they sought to have little or no apprehension when communicating, most of the techniques
were things that they do not always do or think about. Based on the findings of the studies
mentioned, a proposed output could be a seminar focused on helping individuals overcome the
fear of speaking and improving their English language fluency and confidence. The seminar
could include information and strategies for managing anxiety and it could also provide
opportunities for participants to practice their public speaking skills in a supportive and non-
judgmental environment, with the guidance of experienced facilitators and peers. This would
allow participants to gradually build their confidence and fluency over time and receive feedback
on areas for improvement.

Overall, the proposed seminar would aim to equip individuals with the tools and skills
they need to overcome their speaking anxiety and improve their English language proficiency
and confidence, thus enabling them to communicate more effectively in academic and
professional settings. The seminar could begin by discussing the common reasons why people
experience anxiety and fear when speaking in front of others, including concerns about making
mistakes or being judged by others. It could also provide an overview of the research on anxiety

Page | 13
and public speaking, including the studies mentioned above. The seminar could then move on to
practical strategies and techniques for improving public speaking skills, such as breathing
exercises, relaxation techniques, and visualization. It could also explore ways to practice public
speaking, such as joining public speaking clubs or finding opportunities to practice in front of
small groups of supportive friends or family members. The proposed seminar would provide
participants with a range of practical strategies and techniques for improving their public
speaking skills and overcoming their fear of speaking in recitations. By providing a supportive
and interactive learning environment, the seminar could help participants build their confidence
and ultimately improve their academic performance and career prospects.

Speak with Confidence:

Strategies for Reducing Speaking Anxiety

RATIONALE
There are several compelling reasons to offer a seminar that focuses on improving
individuals' speaking anxiety, English language proficiency, and confidence. Firstly, in today's
globalized world, proficiency in English has become a key factor in both academic and
professional success. English is the language of international communication, and individuals
who can communicate effectively in English have a distinct advantage over those who cannot.
Thus, improving English language proficiency can lead to enhanced job opportunities, academic
success, and networking prospects. Further, speaking anxiety can be a significant barrier to
effective communication in both academic and professional settings. Many individuals struggle
with fear or nervousness when speaking in public, which can hinder their ability to express
themselves clearly and confidently. By equipping individuals with tools and techniques to
overcome speaking anxiety, the seminar can help individuals to communicate more effectively
and confidently in various contexts. Communication is critical in academic and professional
settings. Poor communication skills can lead to misunderstandings, conflict, and missed
opportunities. By improving individuals' language proficiency and communication skills, the
seminar can help to promote more effective communication, thus leading to better academic and
professional outcomes. Hence, the workshop aims to help education students majoring in English
develop the skills and confidence they need to communicate effectively in academic and
professional settings.

OBJECTIVES

By the end of the seminar, participants should be able to:

 To enhance participants' English language proficiency
 To develop confidence and competence in public speaking
 To provide participants with coping techniques for managing speaking anxiety

Page | 14
 Republic of the Philippines
SORSOGON STATE UNIVERSITY
College of Teacher Education and Midwifery
Magsaysay Street, Sorsogon City

Speak with Confidence:

Strategies for Reducing Speaking Anxiety and Improving English Proficiency
May 29, 2023
8am to 4pm SorSU AV Hall

Time Topic Speaker

Registration
8:00 – 8:30 Opening Program
Practical Approaches and Tips for
8:30 – 9:30 Developing Your Communication Prof. Rialyn L. Dogcol
Skills and Style
9:30 – 10:30 Mind over matter: Techniques for Prof. Marigrace D. Carretero
coping with speaking anxiety
10:30 – 11:30 Workshop
Interpersonal and Group
Communication
Break
1:00 – 2:00 "Mastering the art of public Prof. Felino S. Jasmin Jr.
speaking: How to conquer your
nerves"
2:00 – 2:30 Open Forum
3:00 – 4:00 Workshop
Public Speaking

Speakers:
Prof. Rialyn L. Dogcol
Prof. Marigrace D. Carretero
Prof. Felino S. Jasmin Jr.

Committees:
Registration/Evaluation: Frances Grace J. Jetomo

Documentation Mabel D. Buen

Open Forum: Christine Romorosa

Page | 15
CONCLUSIONS AND RECOMMENDATIONS
This chapter discusses and interprets based on the findings from the research conducted.
The analyses of the authors cited as evidence were used to arrive at the conclusion which can be
drawn from research results. In addition, recommendations were provided for future research,
which would take the study into further concentration.

Conclusions

In the academic arena, speaking is perceived as a necessary and advantageous distinctive

characteristic. Students of foreign languages, on the other hand, commonly undergo tension,
issue, or nervousness while mastering the language effectively, resulting in a hangup.
Approximately half of all language students, according to estimates, suffer from catastrophic
levels of speech anxiety. Tensions are associated with situations involving second language
acquisition, such as communicating, studying, and understanding. A multitude of internal and
external factors determine the quantity or severity of communication apprehension or speaking
anxiety.

The study aims to determine the level of anxiety, causes, and the specific situations that
trigger their anxiousness and how the coping strategies can help in overcoming their speaking
anxiety. Based on the results of the conducted survey and interview, it highlighted that
throughout cooperative conversations and dyadic engagements, a substantial percentage of the
respondents are more nervous during speaking in public. Consequently, the findings indicate that
students of all year levels have high anxiety when it comes to public speaking but low anxiety
when it comes to interacting and engaging in social discussions or gatherings, denoting that the
population under study had a moderate level of English-speaking anxiety.

According to the results, the causes of the students’ anxiety when it comes to speaking in
English are the following: (1) Classroom activities such as recitations, impromptu activities, and
reporting, (2) Lack of knowledge regarding the lesson or discussion itself, grammar and
vocabulary, (3) Negative experience, overthinking, pressure, and judgment and, (4) Fear.
Likewise, the specific situations they mentioned that influence their speaking ability are
recitations, impromptu activities, and reporting. Anxiety and fear are common experiences for
many people when speaking in public, particularly in academic settings where proficiency in
English is expected. It is negatively correlated with self-efficacy and English proficiency,
suggesting that students who are more anxious tend to have lower levels of confidence in their
language skills and are more likely to struggle with speaking in front of others.

As stated by the participants, the coping strategies they utilize to overcome their speaking
anxiety are practice and immersion in the language as well as self-talk, distraction, and trying to
calm down. Hence, creating a supportive learning environment can be helpful in reducing
anxiety and improving performance. Peer feedback can also be an effective way to reduce
anxiety and improve performance. Most of the respondents lack confidence in their language
skills, but that there are strategies and interventions that can be effective in reducing anxiety and
improving performance.

Page | 16
 The study reveals that majority of English majors at Sorsogon State University have or
are undergoing some level of speaking anxiety. It was also revealed that the learners only had a
finite number of strategies to practice to minimize their speaking anxiety. Hence, this paper
provides a proposed output that would provide aid for the students in connection to the findings
of the study.

Recommendations

The research identifies the current level of speaking anxiety among the English majors of
Sorsogon State University, along with its common causes and specific situations that serve as
triggers for them to feel anxious. With this, similar studies should be undertaken to substantiate
the observations of the research, to widen the body of qualitative research available, and increase
the authenticity of its findings. This line of research would provide meaningful insights to
teachers in better understanding how stressed students are when they face speaking anxiety,
while at the same time refining a variety of pedagogical methods to lower the “psychological”
barriers of speaking.

In addition, coping strategies that students make use of were cited and it is shown to be
especially needed to be considered in higher education programs and by academics to ensure that
learning is maximized. Along this, the research has highlighted the complexities of coping
strategies that students use. These are not fully understood because additional parameters have
yet to be considered. Despite the robust findings, little research has been found that devised an
effective set of coping strategies. Little is also known about the actual use of coping strategies to
reduce students’ fear, before and after a speaking. Thus, an area of research in the future may
cover the effectiveness of such coping strategies identified.

Further, studies could be done with different personal and social factors such as language
proficiency level, speaking anxiety level, and English medium instruction contexts taken into
consideration. Also, students who are learning English as their second language should be aware
of their obstacles or source of anxiety in learning the language. With this, teachers who are
teaching English as a second language are recommended to be made aware that they hold a huge
role in a student’s confidence or apprehension in speaking English as revealed by the study. This
may be done through information dissemination or additional training.

Overall, educational institutions should provide students with opportunities to practice

public speaking in supportive and constructive environments, such as through public speaking
clubs or speaking courses. Moreover, educational institutions should consider offering
workshops or seminars on public speaking and anxiety management, providing students with
practical strategies and techniques for improving their confidence and performance. Likewise,
students should seek out opportunities to practice their public speaking skills, such as by
participating in speaking clubs or seeking out small group settings where they can practice in a
supportive environment. By implementing these recommendations, educational institutions and
students can work together to address English speaking anxiety in class and improve academic
performance and career prospects.

Page | 17
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 APPENDICES

Appendix A: Informed Consent Form

Appendix B: Personal Report of Communication Apprehension 24
B.1 PRCA-24 Survey Form
B.2 PRCA-24 Scoring Formula
B.3 PRCA-24 Score Interpretation Guide
Appendix C: PRCA-24 Survey Result
Appendix D: Mean and Standard Deviation Formula
Appendix E: Interview Transcript
Appendix F: Curriculum Vitae

Page | 20
 Appendix A
Informed Consent Form

Dear Respondent,
We are 2nd Year students of Bachelor of Secondary Education Major in English (BSED-
English 2A) from the Sorsogon State University-Main Campus, taking up the subject of
Language Research facilitated by Prof. Anabell Manga. As a requirement for the said subject, we
are currently conducting a research study entitled "Strategies for Coping with English Speaking
Anxiety in Class Among English Major Students of Sorsogon State University ''.

With your related experience, we would like to request you to be one of our respondents
in the study. The researchers made use of the Personal Report of Communication Apprehension
(PRCA-24) which is an instrument designed by James McCroskey to help individuals assess
their personal level of communication apprehension. We hope that you will take the time to
answer the questions honestly. Rest assured that all data gathered will be treated with the utmost
confidentiality and will be used for academic purposes only.

Thank you for your support and cooperation.

Page | 21
 Appendix B
Personal Report of Communication Apprehension (PRCA-24)
The PRCA-24 is a scale developed by McCroskey in 1972 that measures one's fear of
either real or anticipated communication in four different contexts. It was revised several times
between 1978 and 1982. The PRCA-24, the most recent version of the scale, is claimed to be
content valid, internally consistent, and highly reliable. McCroskey's (1985) study provided
substantial support for the instrument's effectiveness. As a result, PRCA-24 is one of the most
valid and widely used scales for measuring trait-like CA, namely the individual's constant feeling
of apprehension toward communication occasions.

McCroskey established its final version in 1982 to investigate the source of

communication difficulties that many people face when attempting to communicate with one
another. Individuals can assess their own level of communication apprehension and see how
nervous they are when communicating because it is a self-rating questionnaire. It has also been
reported that the instrument encourages respondents to consider developing coping strategies for
personal communication apprehension by clarifying its foundations. This instrument is intended
not only to assess overall anxiety but also to allow respondents to compare their level of
apprehension in four specific anxiety-provoking contexts: public speaking, dyadic interaction,
small groups, and large groups.

Appendix B.1
PRCA-24 Survey Form
Directions: This instrument is composed of twenty-four statements concerning feelings about
communication with other people. Please indicate the degree to which each statement applies to
you by marking whether you:
(1) strongly agree, (2) agree, (3) are undecided, (4) disagree, or (5) strongly disagree.

____ 1. I dislike participating in group discussions.

_____ 2. Generally, I am comfortable while participating in group discussions.
_____ 3. I am tense and nervous while participating in group discussions.
_____ 4. I like to get involved in group discussions.
_____ 5. Engaging in a group discussion with new people makes me tense and nervous.
_____ 6. I am calm and relaxed while participating in a group discussion.
_____ 7. Generally, I am nervous when I have to participate in a meeting.
_____ 8. Usually, I am calm and relaxed while participating in a meeting.
_____ 9. I am very calm and relaxed when I am called upon to express an opinion at a meeting.
_____ 10. I am afraid to express myself at meetings.
_____ 11. Communicating at meetings usually makes me feel uncomfortable.
_____ 12. I am very relaxed when answering questions at a meeting.
_____ 13. While participating in a conversation with a new acquaintance, I feel very nervous.
_____ 14. I have no fear of speaking up in conversations.
_____ 15. Ordinarily, I am very tense and nervous in conversations.
_____ 16. Ordinarily, I am very calm and relaxed in conversations.
_____ 17. While conversing with a new acquaintance, I feel very relaxed.
_____ 18. I am afraid to speak up in conversations.
_____ 19. I have no fear of giving a speech.

Page | 22
_____ 20. Certain parts of my body feel very tense and rigid while I am giving a speech.
_____ 21. I feel relaxed while giving a speech.
_____ 22. My thoughts become confused and jumbled when I am giving a speech.
_____ 23. I face the prospect of giving a speech with confidence.
_____ 24. While giving a speech, I get so nervous I forget facts I really know.

Appendix B.2
PRCA-24 Scoring Formula
Dimension Scoring Formula

Group Discussion 18+ scores for items 2, 4, & 6

-scores for items 1, 3, and 5

Meetings 18+ scores for items 8, 9, and 12

-scores for items 7, 10, and 11

Interpersonal/ Dyadic Interaction 18+ scores for items 14, 16, and 17
-scores for items 13, 15, and 18

Public Speaking 18+ scores for items 19, 21, and 23

-scores for items 20, 22, and 24

Overall Score Add sub scores from all four dimensions

Table B.2

Appendix B.3
PRCA-24 Scoring Interpretation Guide
The table indicates scores that reflect both high and low levels of communication
apprehension. Scores that are above the low and below the high indicate an average level of
apprehension.
High Low

Group Discussion > 20 < 11

Meetings > 20 < 13

Interpersonal/ Dyadic Interaction >18 < 11

Public Speaking > 24 < 14

OVERALL > 80 < 51

Table B.3

Page | 23
 Appendix C
PRCA-24 Survey Result

Group
Discussi
on Meeting Interperso Public
Responde Sub- Sub- nal Speaking Overall Level of
nt Year Level Score Score Sub-Score Sub-Score Score Anxiety
1 1st Year 22 26 30 25 103 High
2 1st Year 24 23 24 25 96 High
3 1st Year 15 15 15 19 64 Average
4 1st Year 12 17 16 26 71 Average
5 1st Year 26 29 15 30 100 High
6 1st Year 24 26 24 26 100 High
7 1st Year 13 19 21 20 73 Average
8 1st Year 14 23 24 26 87 High
9 1st Year 23 27 30 30 110 High
10 1st Year 16 17 17 18 68 Average
11 1st Year 23 22 24 22 91 High
12 2nd Year 20 23 20 25 88 High
13 2nd Year 21 19 15 29 84 High
14 2nd Year 15 25 26 29 95 High
15 2nd Year 20 23 22 23 88 High
16 2nd Year 19 22 13 27 81 High
17 2nd Year 8 12 13 15 48 Low
18 2nd Year 23 26 26 28 103 High
19 2nd Year 19 22 17 24 82 High
20 2nd Year 17 24 27 29 97 High
21 2nd Year 20 11 10 17 58 Average
22 2nd Year 15 16 13 10 54 Average
23 2nd Year 15 22 12 21 70 Average
24 2nd Year 21 27 23 25 96 High
25 2nd Year 22 21 23 27 93 High
26 2nd Year 11 15 16 18 60 Average
27 2nd Year 20 22 14 19 75 Average
28 3rd Year 11 15 12 17 55 Average

Page | 24
29 3rd Year 17 25 19 25 86 High
30 3rd Year 16 18 20 18 72 Average
31 3rd Year 12 13 14 16 55 Average
32 3rd Year 15 14 6 18 53 Average
33 3rd Year 18 21 17 21 77 Average
34 3rd Year 18 26 20 29 93 High
35 3rd Year 22 20 21 27 90 High
36 3rd Year 19 22 17 26 84 High
37 3rd Year 17 22 21 26 86 High
38 4th Year 17 18 21 21 77 Average
39 4th Year 10 6 14 6 36 Low
40 4th Year 16 20 22 22 80 Average
41 4th Year 21 20 19 21 81 High
42 4th Year 12 13 14 17 56 Average
43 4th Year 22 25 19 27 93 High
44 4th Year 15 15 15 24 69 Average
45 4th Year 15 18 21 19 73 Average
46 4th Year 11 20 17 26 74 Average
47 4th Year 22 26 22 30 100 High
48 4th Year 9 15 17 16 57 Average
49 4th Year 16 20 23 23 82 High
50 4th Year 12 12 13 15 52 Average
51 4th Year 13 16 17 11 57 Average
52 4th Year 25 19 13 28 85 High
53 4th Year 16 12 16 13 57 Average
54 4th Year 14 14 13 22 63 Average
55 4th Year 17 21 24 25 87 High
56 4th Year 12 14 13 13 52 Average
57 4th Year 13 19 18 15 65 Average
58 4th Year 16 14 14 16 60 Average
59 4th Year 17 20 16 14 67 Average
60 4th Year 10 10 16 17 53 Average
Table C

Page | 25
 Appendix D
Formula for Mean and Standard Deviation

Formula

Mean

Standard Deviation

Such that:
σ = the standard deviance
μ = the mean of all the values
xi = the individual x values
x = a value in the data set
N = the number of data points
i = all the values from 1 to N
Table D

Page | 26
 Appendix E
Interview Transcript

Interview Questions: Respondent Response

(Addressed Using
Pseudonyms)

1. What do you feel when Jai “I feel nervous every time I have to speak
you speak English in English in class, especially in front of so
class? many people and I end up stuttering”

Zee “I become too nervous, and I stutter most

of the time and this usually happens
during recitations and when I’m talking
to teachers”

Cherry “Sometimes I’m confident about speaking

English in class but when it comes to
speaking, in general, I easily get nervous
and experience sudden mental block”

Angel “I’m a bit frightened and I often

experience mental block”

Kate “As an English major, I feel conscious

when speaking with my teachers,
especially if I use wrong grammar. But
with friends or classmates, it’s okay and
comfortable”

Carl “I feel conscious when talking with

professionals, especially teachers”

Aika “I am conscious of making mistakes

when talking in English because of
certain expectations as an English
major”

Joan “For me, I always feel nervous when

speaking English in class because I
always overthink. In our culture, we tend
to judge people who make grammatical
mistakes or errors. Hence, I always feel
like I am being judged that’s why I feel
nervous every time”

Kath “I feel like being judged when I make

Page | 27
 mistakes when speaking in English. I am
afraid to be laughed at by people. I am
really shy, and my hands become sweaty
whenever I am about to speak”

Angie “I feel anxious when speaking in English

because I feel like I will be judged by
people. Knowing that I am an English
major, we are expected to be good at this
language which is why it is hard to make
mistakes”

Alli “I feel anxious if the atmosphere is tense

or in moments when I get called when I
am not prepared. I usually speed up in
talking because I become hyper-aware
that I am speaking, and others are
listening. This usually leads to stuttering
since I end up losing my train of thought
and forget everything I have said and
was supposed to say “

Carol “I always feel nervous every time that I

have to speak in class, I always feel like
what I’m going to say will be wrong”

Collens “I feel nervous especially when I’m not

sure if my grammar is correct or not”

Britt “I am overwhelmed with fear since I am

afraid to commit errors and I am anxious
if I won’t be able to share my thoughts
clearly”

Jai “My anxiety stems from experiences from

2. What are your sources of
stress and anxiety when
speaking English in class?
when I was in elementary and high
school which I was not able to overcome.
It feels like there is always tension in the
room whenever I try to speak. Also,
negative thinking and always thinking
about the disappointment of giving the
wrong answers”

Zee “The lack of vocabulary-not having

enough knowledge of what words are
best to use or not knowing in what way to
word my thoughts. I think if I had a wider

Page | 28
 vocabulary, or if I had more exposure to
the language at a younger age, I would
have been more fluent than I am now and
have more confidence in speaking”

Cherry “As a third-year student, I think the

pressure of being an English major is
what makes me feel most anxious
because as an English major student it
feels like a sin to commit mistakes when
speaking English. Since we’re already in
our third year we are expected to speak
fluently when it comes to using the
English language. However, when I was
a freshman, I had a different reason why
I felt anxious. Before I was anxious
because I was still in the stage of
adjustment, so I felt shy about speaking
in class”

Angel “It’s the pressure because unlike me, my

classmates are confident when it comes
to speaking in English”

Kate “Recitations because they expect that we

should speak fluently in English, and they
might point out our mistakes in front of
the class. Students became more
introverted now with this kind of set-up
because there is no human interaction and
the only way to communicate is through
chat or calls”

Carl “Recitations and reporting”

Aika “Recitations and reporting”

Joan “The same with my previous answer, I

am just afraid to be judged and criticized
when speaking in English in front of
many people.”

Kath “My grammar is one cause of my anxiety

and whenever I speak, I eventually spout
words in a fast manner due to
nervousness in which I can’t understand
the things I am saying, or I don’t even

Page | 29
 know if it makes sense”

Angie “Due to so much fear of speaking in

English in front of people, I cannot
express my thoughts clearly and I tend to
shorten my ideas because I am afraid to
be judged by my grammar”

Alli “The anxiety, as I have been aware of,

has been something I have dealt with in
life in general. Whether it was English
class or other subjects, I have always
been anxious to speak. This is mostly
fueled by me being unprepared or not
having enough knowledge to feel
confident in the topic of the discussion”

Carol “I think I feel anxious every time that I

have to answer or recite unprepared,
especially if the atmosphere in class is
kind of intimidating or oppressing”

Collens “I think my source of anxiety and stress

when speaking English in class is fear,
especially if the teacher is a terror one”

Britt “Pressure and judgment of other people.

The fear of failure is a source of stress”

Jai “When my classmates look at me when I

3. What situations or
classroom activities make
you feel anxious when
speaking English in class?
speak, it feels like they’re staring, and it
distracts me from being able to gather my
thoughts. Also, when I have to participate
in activities without preparation because
I’m always anxious about whether my
answers are right or not. Reporting is a
specific activity since the one professor I
recall required us to be creative as much
as possible. For me, this is a great
pressure since I was tasked to impress
not only our teacher but also our
classmates as well.”

Zee “A one-on-one recitation with a

professor wherein I remember feeling
intimidated because I was required to
speak in English. Also, reporting because

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 we are expected to not only speak but
also to justify what we are reporting on.
There is also an added pressure with the
teacher’s follow-up question”

Cherry “I think a huge factor is that I’m an

introvert, I prefer staying silent in class,
and I feel more confident in writing than
speaking. I just feel anxious speaking in
class despite any language used. I’m
more comfortable with reporting
activities than recitations because in
reporting I can have time to prepare
myself unlike when reciting. I feel more
anxious answering or reciting
unprepared.

Angel “Recitations and reporting activities

make me feel anxious. In reporting, there
are instances when there is a need to
unpreparedly explain certain matters in
English, similar to reciting.

Alli “It’s usually presentations with an

audience or impromptu speaking
activities. The more unprepared and the
more people in the audience, the higher
my anxiety is”

Carol “Speaking in public and other

unprepared recitations make me feel very
anxious”

Britt “Recitation in front of a lot of people or

public speaking itself scares me because
I am afraid of making errors and being
judged and laughed at by others”

Collens “Situations or classroom activities like

recitation and sudden collaborative
discussions make me feel really anxious”

Kate “As for me, my little brother speaks

fluently in English, and also it is both our
first language but eventually I learned to
speak in Bicol and Filipino as I entered
schooling. I can speak English properly

Page | 31
 in front of my friends and family but
when it comes to school-related activities
like recitation, it triggers my anxiety in
which I cannot fully share my ideas
well.”

Joan “Same with Kath, in terms of recitation

because the fact that it is on the spot, the
questions given by the professor must be
answered immediately which results in a
mental block. I do not know what to say
and I cannot think clearly”

Kath “Recitation makes me feel anxious

because I feel like I will make an error
while speaking in English. But in terms of
group reports, I am less nervous since I
have my classmates with me, and I can
prepare beforehand. Recitations really
make me feel nervous, I also have sweaty
hands and I stutter”

Angie “I feel nervous during recitations

especially when the professor is very
strict and terror, I just feel like leaving
the google meet class”

Carl “Recitations and reporting”

Aika “Recitations and reporting”

Jai “You have to have constant practice.

4. What do you do to
overcome or lessen your
anxiety when speaking
English in class?
Immerse yourself in the language so you
would be more comfortable with it. I try
to talk to my classmates in the language
as much as possible or when at home, I
talk to myself and practice. in that way, I
would have more confidence because I’m
already used to speaking”

Zee “Practicing constantly, just enjoy

activities or performances that require
the use of the language so that
eventually, I would get used to it”

Cherry “I practice speaking in English alone, I

know that I can do it, but I just get

Page | 32
 overwhelmed with nervousness and end
up stuttering and making mistakes”

Angel “I review and study speaking in English.

I try to push myself to overcome my
anxiety”

Alli “I usually try to distract myself.

Sometimes it works, sometimes it doesn't.
I do this by focusing only on one person
(usually the teacher) and if the air
around them is tense and intimidating,
this does not work to ease the anxiety”

Carol “I try my best to disregard the negative

thoughts that I have in order to get
through the recitation. But most of the
time, my anxiety lessens when the teacher
is more welcoming, motivating, and
calm”

Collens “I practice and prepare myself to use the

English language in order for me to
avoid stuttering”

Joan “Whenever I feel nervous, I tend to

comfort myself through words that it’s
gonna be okay. It is what it is. Same with
Katherine, I study new words to improve
my vocabulary and when I am in the
middle of recitation, I calm myself to
overcome my fear”

Kath “I try my best to improve my grammar

and vocabulary so that I can be more
confident when speaking in English class
recitations or reports. I am more
confident in writing than speaking. I read
books as well about grammar and I
stretch my hands to avoid shaking”

Angie “I use a fidget ring to calm myself and

lessen my nervousness during
recitations”

Britt “I pray and calm myself in order to

overcome my fear. I recite and comfort

Page | 33
 myself through words of affirmation that
I can, and I am capable of speaking in
English in front of the class”

Kate “My little brother and I grew up speaking

in English, it is our first language.
However, in my elementary years, I got
more used to speaking in Filipino. My
brother remained fluent though, so I try
to converse in straight English with him
when I can. Also, back in high school, I
used to always converse on English with
my friends but since we didn’t talk much
because of the pandemic, I just talk to my
brother (to practice)”

Carl “I practice too”

Aika “I practice talking in English with my

friends to get used to speaking”

Jai “It is their role to guide their students, to

5. What do you think is your
teacher’s role in
influencing your feelings
of speaking anxiety in the
classroom?
be very encouraging towards them. I
remember one of our professors saying,
“there are no wrong answers as long as
you can justify yours”

Zee “Teachers serve as a guide for students

in embracing the language they are
learning. Looking into the future I see my
speaking anxiety as a challenge that is
for me to personally overcome and a fear
to conquer which continues to be such
that even after I graduate”

Cherry “When the professor motivates the

learners to recite or to share their
insights without humiliating the students
when they commit a mistake”

Angel “They motivate the students to become

confident and guide them or give them
strategies or advice on ways to help them
cope with anxiety”

Alli “It is their role to encourage their

Page | 34
 students. Especially us, as future
teachers, we know firsthand how it feels
to be anxious upon waiting your turn to
speak. The teacher must be
understanding of students and build an
environment for them to not be afraid to
make mistakes. they must emphasize that
speaking is a skill and that you have to
have the practice to be good at a skill”

Carol “I think their presence and the way they

approach the students can affect the
anxiety or calmness of the students.
Because if the environment in class is
calm and positive then this motivates the
learner to keep on sharing their insights
and to keep participating in class”

Collens “Teachers who motivate their students to

express their opinion without judgment,
as well as offensive criticism, can help
the students become more comfortable in
class participation”

Britt “Teachers have a huge impact on

influencing the emotions of the students
since the way they speak, treat, and
approach their learners can either
encourage or demotivate them within
class discussions”

Joan “They have a huge impact on my

speaking anxiety. For instance, if they
talk in a calm way and continuously
motivate and encourage me that it’s okay
to make mistakes and do not pressure me
to speak in English, it lessens my fear of
speaking in front of the class. But if the
teacher is pushy and pressures their
student to answer in English, it triggers
me to feel nervous”

Kath “Teachers have a huge role, especially

for students who experience English
speaking anxiety. They should guide their
students and cheer them up in order to
build confidence and courage so that

Page | 35
 they can improve more. Since they are
teachers, they can see the areas needed
for improvement by the students”

Angie “The same with the answers of Katherine

and Jonna, teachers have a huge role in
the speaking anxiety of the students.
Since some do cheer their students up,
their tone and facial expressions affect
how students perceive their implication
because some teachers are not sincere in
the way they cheer up”

Kate “Like one of our professors, it is

comforting to hear her switch between
languages because it makes me feel that
there’s not as much pressure to speak
straight English
if the teacher is very strict–we have this
prof now when we chat with her we have
to speak in straight English, we were not
allowed to even say “po” as we were
expected to communicate through
‘Americanized’ English–there is this
pressure, especially on recitations where
we were called one by one and we had to
speak in straight English and not make
grammatical errors”

Carl “(there is pressure from) being told to

not say ‘po’ since it’s a part of how we’re
used to speaking. also being told to speak
in straight English–even through chat”

Aika “Teachers can help with our speaking

anxiety”

Jai “Teachers play a big role in building

6. Is there a way for teachers
to help ease the students’
anxiety when speaking
English in class?
their students’ confidence. Their words
are impactful thus, they must be careful
in what they say and try to not be
intimidating as they are usually the ones
whom students look up to”

Zee “As second parents, their role is not only

to teach but also to encourage their
students”

Page | 36
Cherry “Teachers should not discourage
students. They should not drag down the
students' confidence. Some teachers tell
us that as English major students we
should be able to recite or speak fluently
which actually only adds more pressure.
I think the way they give their feedback
affects the students' confidence in
speaking”

Angel “When teachers are not strict when it

comes to committing mistakes in
speaking in English it makes me feel
more comfortable reciting and
participating. “Being an anxious student
might help me as a future educator to
empathize and understand what my
future students feel”

Alli “The anxiety most of the time is a natural

thing. What a teacher can do since it is
not a thing that simply goes away, is to
have a classroom that encourages its
students. this includes one that does not
make a mockery out of mistakes and
nervous habits”

Carol “Teachers can help ease the students'

anxiety by allowing them to commit
mistakes without humiliating them. Also,
by creating a positive environment that
motivates the students to participate”

Collens “Yes, teachers can help ease the students'

anxiety. They can motivate and boost the
confidence of the students”

Joan “It is important to have understanding

teachers, especially for students who try
their best to recite in class despite their
shortcomings. It is essential that they
guide their students and appreciate their
effort”

Kath “A teacher must be more patient and

understanding to students, especially
when reciting so that they won’t feel

Page | 37
 pressured and nervous. Because without
these traits, it can lessen the confidence
of the students in speaking in front of a
lot of people that would trigger
overthinking due to judgment and fear”

Angie “Aside from being understanding and

patient, the teacher must know that their
students are not the same. They have
different capabilities. Hence, they do not
compare their learners when it comes to
speaking”

Britt “Teachers can help students’ anxiety

through constant motivation and
encouragement. Proper guidance and
consideration in terms of mistakes done
when speaking in English”

Kate “During the first class meeting, teachers

should avoid saying that you should only
speak English in a strict voice from the
start because we are not able to ask if we
do have questions since we become
scared to commit mistakes and be told
“you're already in college, you're
supposed to be fluent in English”’

Carl “In the beginning, they may say that we

are allowed to express our thoughts”

Aika “They can encourage their students that

it's ok to make mistakes because it’s part
of the learning process”
Table E

Page | 38
 Appendix F
CURRICULUM VITAE

AXL ROSE L. HERRERA

Rizal St. Piot, Sorsogon City
Contact Number: 09277397048
Email: axlroselherrera@gmail.com

PERSONAL INFORMATION

Date of Birth: June 14, 2002

Place of Birth: Pasig City
Age: 21
Gender: Female
Civil Status: Single
Nationality: Filipino
Religion: Roman Catholic
Height: 4’11’’
Weight: 40 kg

EDUCATIONAL ATTAINMENT:

TERTIARY EDUCATION:
Sorsogon State University – Main Campus
Magsaysay St., Sorsogon City
2022 – present

SENIOR HIGH SCHOOL

Sorsogon National High School
Magsaysay St., Sorsogon City
2018 - 2020

JUNIOR HIGH SCHOOL

Sorsogon State College – Laboratory High School
Magsaysay St., Sorsogon City
2014 – 2018

PRIMARY EDUCATION
Saint Louise de Marillac College of Sorsogon
Talisay, Sorsogon City
2008 - 2014

Page | 39
 CURRICULUM VITAE

KHIARA QUENZELLE DIVINA BELLECA

Cattleya Homes Subdivision, Bibincahan, Sorsogon City
Contact Number: 09070757323
Email: khaybelleca30@gmail.com

PERSONAL INFORMATION

Date of Birth: October 30, 2002

Place of Birth: Sorsogon City
Age: 21
Gender: Female
Civil Status: Single
Nationality: Filipino
Religion: Baptist
Height: 5’6”
Weight: 50 kg.

EDUCATIONAL ATTAINMENT:

TERTIARY EDUCATION:
Sorsogon State University-Main Campus
Magsaysay St., Sorsogon City
2022 – present

SENIOR HIGH SCHOOL

Sorsogon National High School
Magsaysay St., Sorsogon City
2018 - 2020

JUNIOR HIGH SCHOOL

Sorsogon State National High School
Magsaysay St., Sorsogon City
2014 - 2018

PRIMARY EDUCATION
Sorsogon East Central School
Burabod, Sorsogon City
2008 - 2014

Page | 40
 CURRICULUM VITAE

CARYL MAE POLINAR HABLA

409 Ballesteros Street Sampaloc, Sorsogon City
Contact Number: 09203140496
Email: carylhabla@gmail.com

PERSONAL INFORMATION

Date of Birth: January 18, 2002

Place of Birth: Manila
Age: 22
Gender: Female
Civil Status: Single
Nationality: Filipino
Religion: Roman Catholic
Height: 5’3”
Weight: 60 kg

EDUCATIONAL ATTAINMENT:

TERTIARY EDUCATION:
Sorsogon State University – Main Campus
Magsaysay St., Sorsogon City
2022 – present

SENIOR HIGH SCHOOL

Sorsogon State College – Senior High School
Magsaysay St., Sorsogon City
2018 – 2020

JUNIOR HIGH SCHOOL

Sorsogon State College – Laboratory High School
Magsaysay St., Sorsogon City
2014 – 2018

PRIMARY EDUCATION
Sorsogon Pilot Elementary School
Talisay, Sorsogon City
2008 – 2014

Page | 41
Strategies for Coping With English Speaking Anxiety in Class Among English Major
Students of Sorsogon State University

Axl Rose L. Herrera

Page | 42