RIZAL HIGH SCHOOL

Dr. Sizto Avenue Caniogan, Pasig City

THE EFFECTS OF LANGUAGE ANXIETY ON THE STUDENTS ACADEMIC

PERFORMANCE

In partial Fulfillment of the Requirements in

English 10

Submitted to

Ms. Charisma Alonzo

Submitted by:

Arah Alaban

Tracy Ann Domingo

Yethelyn Pangan

Nicole Reyes Pillas

Aellon Jhon Guevarra

Justine Gilbert Obosa

Kristoffer John Pineda

Charlie John Ranola

Joaqui Miguel Sereno

June 16, 2023

 ACKNOWLEDGEMENT

First of all, we would gladly express our gratitude to our Almighty God for

giving us strength and knowledge on conducting this study to fulfill this research that

may be helpful in the near future. Hopefully, this research would be accurate and

reliable to other people or other students.

Second, we thank our families for supporting us in conducting this study, giving

financial and moral support for us researches.

Third, we thank all our friends and classmates in participating and lending a little

hand for this study.

To Ma’am Charisma Alonzo for helping and guiding us to make research

convenient and accommodating other people.

And lastly is to our dearest repondents who honestly participated on conducting

this research for they are a very important part of this study.
 TABLE OF CONTENTS

Title Page I

Acknowledgement II

Table of Contents III

Chapter 1: The Problem and its Background 1

Introduction 1

Statement of the Problem 1

Assumption and Hypothesis 1-2

Significance of the Study 2-3

Conceptual Framework 3

Scope and Limitation 3-4

Definition of Terms 4

Chapter 2: Review of Related Literature and Studies 5-9

Chapter 3: Research Methodology 10

Research Design 10

Population 10-10

Research Instrument 10-11

Data Analysis 11
Chapter 4: Analysis, Presentation and Interpretation of Data Gathered 12-17

Chapter 5: Summary of Findings, Conclusions and Recommendations 18

Summary 18

Hypothesis 18

Assumptions 18-19

Conclusions 19-20

Recommendations 21-22

Bibliography 23

Survey Questionnaire 24

Curriculum Vitae 25-28

 THE EFFECT OF LANGUAGE ANXIETY ON THE
STUDENTS ACADEMIC PERFORMANCE
CHAPTER I

Introduction

This chapter presents the problem and its setting. It includes the background of

the study, the statement of the problem, significance of the study and scope and

limitation of the study.

Statements of the Problem

This study generally aimed to determine the effects of language anxiety on the

learners academic performance.

Specifically, this study sought to answer the following questions by agree,

strongly agree, disagree, or strongly disagree:

1. They don't feel like people Judge me when I stutter in front during reporting.

2. They don't feel anxious during recitation.

3. They feel nervous to share my ideas during discussion

4. They don't have difficulty collecting my thoughts during recitation.

5. English speaking does not affect their performance during debate or arguments

with their classmates.

Assumption And Hypothesis

Language learners usually express anxiety, apprehension and nervousness

when learning a new language. Language anxiety can originate from learners’ own

sense of ‘self’, their self-related cognitions, language learning difficulties, differences in

learners’ and target language cultures, differences in social status of the speakers and

interlocutors, and from the fear of losing self-identity.

Hypothesis

Language anxiety has significant effects on the students academic performance.

Assumptions

1. Most of the students feel like people judge them when they stutter in front during

reporting.

2. Most of the students feel anxious during recitation.

3. Most of the students feel nervous to share their ideas during discussion.

4. Most of the students are having difficulty collecting their thoughts during

recitation.

5. Most of the students performance during debates or arguments with their

classmates is affected when they speak in English language.

Significance of the Study

Can language anxiety be harmful to the point of disabling students?

This study is important to help assess, spread awareness and possibly make

solutions or preventions against language anxiety of students. In addition, supporting

the students academic achievements is necessary to their growth and progress in

learning.

The aim of this research is to help students with the academic performance that

is affected by the anxiety that the language been giving. Not only the students but along

with other people that have been experiencing this.

The result of the study will be benificial to the following:

 Students. This research will help students to find out how language anxiety

affects their academic performance and also for having a break as a student.

Parents. This will help parents to understand how hard it is for us students to

study. If in their generation they say it's not that hard but for us, it is hard especially

we're in the new generation.

Teachers. To let them know that students are not an robot that being controlled

just by the computer besides, we are humans and we can be exhausted too.

Concept Framework

Illustrations and description of illustrations

DV. STUDENTS
IV. LANGUAGE ANXIETY ACADEMIC
PERFORMANCE

LANGUAGE ANXIETY. It can originate from learners language learning

difficulties, differences in target language cultures, differences in social status of the

speakers and interlocutors, and from the fear of losing self-identity. Also surrounded by

the feelings of worry and negative.

STUDENTS ACADEMIC PERFORMANCE. Academic performance involved

meeting goals, achievements and objectives set in program or course that a student

attends. It is affected by a variety of variables, including intellectual capacity,

personality, drive, aptitude, interests along with study habits, self-worth, and the

teacher- student dynamic.

Scope And Limitations

 The study is all about the effects of language anxiety on the students academic

performance. The researchers are aim to identify the effects of language anxiety to all

the students that studies english as their second language. This research study will take

place at Rizal High School (Pasig) in the year 2022-2023 This research will only cover

the students whose having language anxiety and how it affects their academic

performance. Obviously, Adults whose having language anxiety aren't included in this

research.

Definition of Terms

Language anxiety - the one that affects the students academic performance.

Students - the one who are affected in our study

Teacher - is one of the people that helps students to learn and also aims to help them.

Shyness - the feeling that the students are having when experiencing anxiety

Fear - the feeling that the students having when experiencing anxiety
 Chapter II

Review of Related Literature

In this chapter, we will explore the effects of language anxiety on students'

academic performance, including their speaking, listening, reading, and writing skills.

We will also examine some of the factors that contribute to language anxiety, such as

personality traits, classroom environment and we will discuss various strategies that

teachers and learners can use to reduce language anxiety and improve language

learning outcomes.

Language anxiety is a fear-related emotions associated with the use of language

that is not a persons own language. Language anxiety is connected with the negative

feelings of a person such as frustration, failure and tension which is generally caused

when a person has to use the other language orally

Language learning anxiety is one of the well-researched topics in relation to

language learning. Researchers have investigated the possible connection of

psychological conditions to how a person acquire knowledge. Accordingly,

apprehension, stress, fear, and pressure are some of the anxiety conditions perceived

by learners as they face certain kinds of activities aiming for the teaching and learning

of a language. These certain conditions are found connected to several learning

constructs of language education. (Salehi & Marefat, 2014; Al-Khasawneh, 2016; Salim,

Subramaniam, & Termizi, 2017)

Language Anxiety in Focus: The Case of Filipino Undergraduate Teacher

Education Learners
 This study has focused on determining the level, sources, and causes of foreign

language anxiety of students taking up teacher education courses in the Philippines and

how language anxiety affects the English proficiency of the respondents and their

language learning. A total of 242 learners from a Philippine-based learning institution

answered an English proficiency exam (EPE) and a questionnaire comprising two parts:

a 30-item English Language Anxiety Scale (ELAS) and a set of questions on causes of

anxiety and effects on language learning. Means, standard deviation, frequency, and

percentage were calculated and used to characterize language anxiety level, sources,

and causes. Correlation and regression analyses of the language anxiety variables and

English proficiency of the respondents were then conducted.

Dealing with the Learners’ Language Anxiety: A Pedagogical Inquiry

ELLs face challenges while learning English, such as anxiety. Studies have

shown a relationship between anxiety level and academic performance. This research is

needed to determine if anxiety level impactsperformance in academics and learning

English. Findings could help teachers decrease anxiety associated with learning a

second language. God, parents, siblings, and English Language Learners are all

important contributors to this dissertation. They have given me strength and courage to

achieve my goals and enrich the school system. My dissertation and graduate studies

would not have been possible without the support and assistance of many people,

including my doctoral advisors, family, friends, and colleagues.

THE EFFECT OF ANXIETY ON ACADEMIC PERFORMANCE AMONG ENGLISH

LANGUAGE LEARNER COLLEGE STUDENTS

 The U.S Department Of Education conductted a research and survey about

anxiety impacting academic performance in post-secondary students. The survey study

measured the association between risk and protective factors of anxiety and its

implications on the academic performance of 1,053 students at a four-year, public post-

secondary institution in southwestern Ontario. Logistic regression analyses revealed 13

significant variables at the univariable level, while the multivariable model yielded seven

significant factors. Students who felt hopeless significantly increased their odds of

reporting anxiety adversely affecting their academic performance, while being able to

manage daily responsibilities was the only protective factor against anxiety impacting

students’ educational attainment. By planning, designing, and implementing proactive

programs focusing on these predictor variables, such interventions can equip students

against the debilitative influence of anxiety on their academic success.

The Impact of Parental Level of Income on Students' Academic Performance in

High School is a study conducted by Chioma Henrietta Machebe , Bernedeth N.

Ezegbe, and Joseph Onuoha is The socioeconomic status of a child parent impacts on

the educational development and achievement of the child. This study evaluated the

effect of socioeconomic status, specifically parents income and parents-child

relationship on student’s academic performance in Senior High School in Japan. Three

hundred students of Senior High Schools in Osaka and Hyogo prefectures of Japan

were randomly selected and used as the sample population. A well-structured

questionnaire was used as an instrument for data collection to ascertain the effect of

parent’s income status and attitude on student’s academic performance at school using

a four point Likert scale methodology.

 The U.S Department Of Education conductted a research and survey about

anxiety impacting academic performance in post-secondary students. The survey study

measured the association between risk and protective factors of anxiety and its

implications on the academic performance of 1,053 students at a four-year, public post-

secondary institution in southwestern Ontario. Logistic regression analyses revealed 13

significant variables at the univariable level, while the multivariable model yielded seven

significant factors. Students who felt hopeless significantly increased their odds of

reporting anxiety adversely affecting their academic performance, while being able to

manage daily responsibilities was the only protective factor against anxiety impacting

students’ educational attainment. By planning, designing, and implementing proactive

programs focusing on these predictor variables, such interventions can equip students

against the debilitative influence of anxiety on their academic success.

We recommend a study by Siyuan Han, Yiman Li, and Syed Arslan Haider about

the Impact of Foreign Language Classroom Anxiety on Higher Education Students

Academic Success: Mediating Role of Emotional Intelligence and Moderating Influence

of Classroom Environment and aimed to investigate the impact of foreign language

classroom anxiety (FLCA) on academic success through mediating role of emotional

intelligence communication (EIC) and moderating role of class room environment. Due

to the disruptive impacts of the COVID-19 pandemic, teaching and learning were moved

online nation-wide. The convenient sampling technique was used, for data collection

from Chinese university students. The results revealed that FLCA is negatively and

significantly influence students’ academic success. Furthermore, EIC as a mediator

significantly and positively mediates the relationship between FLCA and academic
success. The study shows that emotional intelligence has the ability to reduce students’

foreign language anxiety and so improve their language skills. Lastly, classroom

environment positively and significantly moderates the relationship between FLCA and

emotional intelligence communication. to link.

 CHAPTER III

METHODOLOGY

In this chapter, we discuss the research design, area of study, population,

sample of the population, instrument for data collection, data analysis.

Research Design

In order to fulfill the objective of this study, quantitative method is used. The

present study aims to investigate the factors conducive to language anxiety in academic

performance of the rizalians (rizal high school students). We created a survey in Google

forms to know more about how language anxiety affects the rizalians academic

performance and how they feel about it.

Population

The respondent of the study is composed of people in the campus of Rizal High

School (Pasig) (2023). One of the vital processes to keep this study successful. All of

these participants was selected through random sampling. This sampling method is

conducted where each member of a population has a capability to become part of the

sample.

The chosen respondents are containing of eighty (20) to one hundred (30)

respondents from selected year level in Rizal High School. Grade 8, Grade 9, and

Grade 10. Those Grade level was chosen by the researchers because they are more

likely to be suitable and applicable to the study.

Research Instrument

The questionnaire in Google Form was used as the main data-gathering

instrument. The instrument to be prepared focused on answering the statement of the

problem. The Effects of Language Anxiety to Students Academic Performance. The

questionnaire contains of five (5) questions. The questionnaires (link in Google Form)

will be distributed to the respondent.

The date gathering instrument was structured as a scale ranging from 1-4.

Where in the (1) is agree, (2) is disagree, (3) strongly agree, or (4) strongly disagree.

This legend will help the researchers to analysis the result of conducting date-gathering.

Data Analysis

From the survey, most of all one hundred (100) participants answer yes in the

question "does language anxiety affect your academic performance?". This shows that

many students are having a hard time speaking languages that's affecting their

academic performance. Their answer's also show how speaking different languages

makes them feel conscious and affects their social communication as well.
 CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

To complete this study properly, it is necessary to analyse the data collected in

order to test the hypothesis and answer the research questions. As already indicated in

the preceding chapter, data is interpreted in a descriptive form.

This chapter comprises the analysis, presentation and interpretation of the

findings resulting from this study. The analysis and interpretation of data is carried out in

two phases. The first part, which is based on the results of the questionnaire, deals with

a quantitative analysis of data. The second, which is based on the results of the

interview and focus group discussions, is a qualitative interpretation.

PHASE ONE: QUANTITATIVE INTERPRETATION OF RESULTS

Of a total of 50 questionnaires distributed, only 30 completed questionnaires

were the base for computing the results. All Rizal High School students, from grade 8 to

grade 10. Have the chance to answer the questionnaire. This means that 20

questionnaires, out of 50 questionnaires distributed, were completely discarded from the

analysis. The rest, (30 questionnaires) were used to interpret the results.

Data gathered through the questionnaire was subjected to frequency counts. In

other words, the subjects’ responses for each individual question were added together

to find the highest frequency of occurrence (i.e. the number of times that a particular

response occurs). These responses to the questions, which are quantified, are then

presented in percentage forms. This analysis is presented in tabular form. The

researchers uses tables containing a variable and in some cases, combines two or

more variables in a single table.

 This first section of the questionnaire sought to identify the subjects who had

been experiencing language anxiety that affects their performance academicaly. It

enabled the researcher to identify the responses of those subjects who had never

experience such anxiety and exclude them from the analysis. It is the researcher’s

conviction that to obtain reliable results, only the responses of subjects who had

experience such anxiety should be analysed since most of the questions are based on

what transpired in such workshops. The responses to the questions are summarised in

the tables below, of which some consist of a maximum of 30 responses and others

depended on the responses subjects gave in the preceding question. For example,

subjects who chose, for instance, (agree) in a particular question may not be required to

answer the next question. This made the total number of responses for each individual

question different.

The question from the questionnaire sought to identify the subjects who had the

language anxiety negatively affects their performance academically. It enabled the

researchers to identify the responses from subjects who never had struggle in school

when language anxiety affects them. It is the researcher’s conviction that to obtain

reliable results, only the responses of subjects who had the chance to attend workshops

should be analysed since most of the questions are based on what transpired in such

academic struggles. The responses to the questions are summarised in the tables

below, of which some consist of a maximum of 30 responses and others depended on

the responses subjects gave in the preceding question. For example, subjects who

chose, for instance, (agree) in a particular question may not be required to answer the
next question. This made the total number of responses for each individual question

different.

TABLE 1 : I don’t feel like people judge me when I stutter in front during

reporting.

VARIABLES FREQUENCY PERCENTAGE

A- Agree 16 53.3%

B- Disagree 10 33.3%

C- Strongly Agree 1 3.33%

D- Strongly Disagree 3 10%

TOTAL 30 100%

As shown in table 1, there are 16 (53.3%) of the students who agreed that people

judge them when they stutter in front during reporting. However, 10 (33.3%) individuals

indicate that they do not feel judged while presenting a report. And only 1 (3.3%)

student strongly agreed that when he/she stutters in front, others would judge him.

Lasty, 3 (10%) of the participants strongly disagree that people criticize them when they

stutter in front of others.

TABLE 2 : I don’t feel anxious during recitation.

VARIABLES FREQUENCY PERCENTAGE

A- Agree 12 40%

B- Disagree 13 43.3%

C- Strongly Agree 2 6.66%

 D- Strongly Disagree 3 10%

TOTAL 30 100%

As for table 2, 12 (40%) students agreed about them not feeling anxious during

recitation. On the other hand, A close number of 13 (43.3%) students disagreed and felt

anxious during recitations. Notably, 2 (6.66%) students are confident and strongly

agrees that they do not feel anxious in the same situation. Last but not least, 3 (10%)

students strongly disagrees and feels really anxious whenever reciting.

TABLE 3 : I feel nervous to share my ideas during discussion.

VARIABLES FREQUENCY PERCENTAGE

A- Agree 10 33.3%

B- Disagree 8 26.6%

C- Strongly Agree 9 30%

D- Strongly Disagree 3 10%

TOTAL 30 100%

In this table, 10 (33.3%) students agreed that they are nervous when sharing

ideas during discussion. However, we also have 8 (26.5%)students disagree that they

don't feel nervous during discussion. Then we have 9 (30%) students that strongly

agree that they really are getting nervous when they share ideas during discussion.

Lastly, a low number of 3 (10%) students strongly disagreed.

 TABLE 4 : I don’t have difficulty collecting my thoughts during recitation.

VARIABLES FREQUENCY PERCENTAGE

A- Agree 7 23.3%

B- Disagree 3 10%

C- Strongly Agree 15 50%

D- Strongly Disagree 5 16.6%

TOTAL 30 100%

In this table, there are 7 (23.3%) who agreed that they don't have difficulty with

their thoughts during recitation. On the other hand, there are 3 (10%) who disagree, and

they have difficulty collecting their thoughts during recitation. 15 (50%) of the students

strongly agreed and felt confident that they didn't have any difficulty collecting their

thoughts during recitation. Lastly, there are 5 (16.6%) students who strongly disagree

and really have difficulty collecting their thoughts during recitation.

TABLE 5 : English speaking does not affect my performance during my debate or

arguments with my classmates.

VARIABLES FREQUENCY PERCENTAGE

A- Agree 5 16.6%

B- Disagree 16 53.3%

C- Strongly Agree 3 10%

D- Strongly Disagree 6 20%

 TOTAL 30 100%

From the fifth table, five (5) (16.6%) participants agrees that English speaking

affects their performance during debate in school On the other hand, three (3) (10%).

Sixteen (16) (53.3%) participants said that languages anxiety does not affect them

academically and six (6) people strongly disagree that speaking in English doesn't affect

their performance during a school debate.

The results in the table are a clear indication that language anxiety affects the

students academic performance. Therefore, educators should not lose sight of this

negative effects that the students are having by using ambiguously worded statements.

The methods described in this chapter allowed for this research to determine the

effects of language anxiety to the students academic performance to the chosen grade

levels. Grade 8, Grade 9, Grade 10. One set of data were collected and is presented

according to the chapter. This is the data survey from the distributed link (Google

Forms). This provided the opportunity to present a time-specific happening in the

students connected to the problem.

 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

This chapter is represented in four sections. The first section contributes an

overall summary of the study followed by the summary of findings and their conclusions.

Sebsequent to this are the recommendations for future research

Summary

This study aims to tell the effects of language anxiety on the students' academic

performance during the school year 2022-2023. Specifically, this research sought to

answer the following question: The Effect of Language Anxiety to the Students’

Academic Performance.

The descriptive survey method was used of the researchers prepared

questionnaire on the effects of language anxiety to the students' academic performance.

There were 30 respondents involved in the study. The main statistical tools used were

percentage, frequency count, weighted mean.

Hypothesis

This study is significant to help assess, spread awareness and possibly make

solutions or preventions against language anxiety of students. In addition, supporting

the students academic achievements is necessary to their growth and progress in

learning.

Assumptions
 1. Based on the results, 56.63% agreed to the question and the rest disagree. This

shows that many students felt the judgements of other people when they stutter

in front during reporting.

2. At the 2nd question, 46.66% agreed to the questions while 53.3% disagree. This

means that the’re still many students feel anxious during recitation.

3. There are 63.3% or morethan half out of all the answers are agree/strongly

agree. This means that many students feel nervous to share their ideas during

school discussion.

4. The same as question number 3, There are 73.3% of students agreed that they

they are’nt having difficulty collecting thoughts during recitation.

5. From the result of the survey, 73.3% disagreed to the question. This shows that

English speaking does affect their performance during a debate or argument with

their classmates.

The Thesis statement and hypothesis is accepted. Because this reseach helps

the students that the language anxiety exists and they might be experiencing this. They

now know how to handle things about how to speak infront or publicly and know a

solution when experiencing such anxiety.

Conclusion

The conclusion of the findings for the five research questions on the effects of

language anxeity to the students academic performance are based on the findings on

the motivations for their everyday language use specially in school. The conclusions are

stated below:
 I. Students’ use of language in the oral sessions depicted their beliefs and values

based on their intentions. The oral sessions prompted the students to be

spontaneous with each other, which allowed for language usage representing

impromptu and casual manner of communication. In contrast, the language use in

the online written forum entries was more crafted to create a well-thought out opinion

that is more academically inclined and less spontaneous thus, providing a contrast

to the language use in the oral sessions.

II. The findings revealed that occasionally, the choice of words and phrases differed

because of personal preference to a certain vocabulary in the language use.

Though, the study was set in a social context, not every value epitomised social

focus as there were many values that suggested personal focus like self-direction in

thought, stimulation, hedonism, dominance power, personal security and

achievement values (Schwartz, 2013). These represent equal importance to one’s

beliefs and principles as they help mold the individual’s value system.

III. The findings in this study illustrated that students were aware of the values that they

subscribe to. As such, this awareness prompted them to choose the words and

phrases in accordance to their value system. The students’ awareness to their

values was credited to their upbringing and the role family, particularly the parents

who played a role in educating, promoting, and instilling these values in them.

However, there were values that the students were unaware of. Thus, it is

worthwhile noting that there exists times when students use vocabulary without any

knowledge that it reflects some form of value, indicating that they were unconscious

of their values.
Recommendations

Students. To lessen the effect of language anxiety on academic performance,

students can take several steps. Firstly, it is important to create a supportive and non-

judgmental environment. Seeking the assistance of teachers and peers who can

provide constructive feedback and encouragement is vital. Additionally, participating in

group discussions, debates, and other interactive activities can help students practice

their language skills in a low pressure setting, gradually building confidence. Lastly,

students can engage in regular language practice to improve their proficiency. This can

include reading books, newspapers, or articles in the target language, watching movies

or TV shows, and conversing with native speakers or language exchange partners.

Setting specific language learning goals and tracking progress can provide a sense of

accomplishment and boost confidence.

Parent. As a parent, you should be aware of how language anxiety can affect

your child's academic achievement. Language anxiety is the worry or apprehension that

people feel when they use a second or foreign language. This worry may obstruct

language learning and have a negative impact on overall academic achievement. Here

are some suggestions for parents to help their children overcome language anxiety:

Invest in language learning resources such as textbooks, workbooks, online courses, or

tutoring services that align with your child's academic needs, Create a home

environment that encourages open communication and celebrates effort rather than

focusing solely on outcomes, and If your child's language anxiety significantly impacts

their academic performance or well-being, consider seeking guidance from

professionals such as teachers or counselors.

 Teachers. Language anxiety can significantly affect a student's ability to learn

and communicate effectively. To help lessen this effect, teachers can consider

implementing these strategies: creating a positive and supportive learning environment,

using visual aids and hands-on activities, encouraging participation through small group

discussions and role-playing, providing ample practice opportunities, and making

learning goals and objectives clear. Additionally, teachers can offer reassurance and

positive feedback, differentiate instruction to address individual needs, and build rapport

with students to establish trust. Encouraging students to use their native language in

class can also help reduce anxiety and promote cultural awareness.

Principal. The principal should give some academic and educational

organizations information about language anxiety to help the students lessen their

anxiety when it comes to language.

Government. Our government should start a program that help lessen the effect

of language anxiety where all the students can participate. For example giving a reward

when a student won a school dabate where that student represents our city.
 BIBLIOGRAPHY

Cadet, Sergine, "The Effect of Anxiety on Academic Performance among English

Language Learners College Students" (2021). Doctoral Dissertations and Projects.
2984.
"The Effect of Anxiety on Academic Performance among English Language L" by
Sergine Cadet (liberty.edu)

Chioma Henrietta Machebe , Bernedeth N. Ezegbe, and Joseph Onuoha (April 2021)
The Impact of Parental Level of Income on Students' (2021)
(PDF) A Study of the Influence of Parents' Education and Income Level on Academic
Performance of the Students (researchgate.net)

CHRISTIAN LAWRENCE N. REYES (2022), Dealing with the Learners’ Language

Anxiety: A Pedagogical Inquiry
British Journal of Teacher Education and Pedagogy (al-kindipublisher.com)

Rhodora R. Jugo, Language Anxiety in Focus: The Case of Filipino Undergraduate

Teacher Education Learners (2020)
Language Anxiety in Focus: The Case of Filipino Undergraduate Teacher Education
Learners (hindawi.com)

Siyuan Han1, Yiman Li2 and Syed Arslan Haider (2022) Impact of Foreign Language
Classroom Anxiety on Higher Education Students Academic Success: Mediating Role of
Emotional Intelligence and Moderating Influence of Classroom Environment (08 July
2022)
Frontiers | Impact of Foreign Language Classroom Anxiety on Higher Education
Students Academic Success: Mediating Role of Emotional Intelligence and Moderating
Influence of Classroom Environment (frontiersin.org)

U.S. Department of Education (.gov) Risk and protective factors for anxiety impacting
academic performance (2020)
https://files.eric.ed.gov › fullt...
 CURRICULUM VITAE

Full name: Joshaine T. Osin

Email address: joshaineosin4@gmail.com
Phone number: 09279030732
Home address: 500 C. Suarez St. Maybunga Pasig City
Education
Elem: Maybunga Elementary School Main
Highschool: Rizal High School

Full name: JOAQUI MIGUEL LORENZO SEREÑO

Email address: Joaquimiguelsereno14@gmail.com
Phone number: 09282140782
Home address: 118B M.H Del Pilar St. Sto. Tomas Pasig City
Education
Elem: Pasig Central Elementary School
Highschool: Rizal Highschool

Full name: Charlie John G. Rañola

Email address: charlieranola76@gmail.com
Phone number: 09065677610
Home address: 1145INTF.Antonio St.Bambang Pasig City
Education
Elem: Bambang Elementary school
Highschool:Rizal High school
Full Name:Domingo, Tracy Ann M.
Email Address:domingotracy30@gmail.com
Phone Number: 09673196639
Home Address: Yakal St. San Antonio subdv. Maybunga P.C
Education
Elem: Maybunga Elementary School (Main)
Highschool: Rizal High School

Full name: Yethelyn S. Pangan

Email address: pyethelyn@gmail.com
Phone number: 09612787742
Home address: Rosario, Pasig City
Education
Elem: Rosario Elementary School
Highschool: Rizal High School

Full name: Alaban, Arah Christine S.

Email address: arahalaban2507@gmail.com
Phone number: 09707334738
Home address: Rd. 21, San Juan, Taytay Rizal
Education
Elem: Bagong Pag-Asa Elementary School (BPES)
Highschool: Rizal High School (RHS)
Full name: Aellon Jhon D. Guevarra
EA: aellonadg@gmail.com@gmail.com
Phone number: 09451680098
Home address: 01 Caruncho Compound,
Palatiw, Pasig City
Education
Elem: San Miguel Elementary School
Highschool: Rizal High School

Full name: Obosa, Justine GIlbert L.

Email address: obosagilbert@gmail.com
Phone number: 09772196620
Home address: 959 Caruncho Compound, Palatiw, Pasig City
Education
Elem: Palatiw Elementary School
Highschool: Rizal High School

Full name: Nicole Reyes Pillas

Email address: reyesnicole503@gmail.com
Phone number: 09938186025
Home address: 141 Dr. Pilapil st. San Miguel pasig city
Education
Elem: Sagad elementary school
Highschool: Rizal high school
Full Name: Kristoffer John M. Pineda
Email Address: kristofferjohnpineda122@gmail.com
Phone Number: 09062683653
Home Address: 13A ROTC Rosario Pasig City
Education
Elem: Rosario Elementary School
Highschool: Rizal High School