CHAPTER 3

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter summarizes the findings, conclusions, and recommendations of the

study. Moreover, this chapter helped in elucidating and interpreting certain studies.

Summary
This correlational study determined the relationship between foreign language
anxiety and social interaction: A correlational analysis among ESL students.
Specifically, this study aimed to answer the following sub-problems:

1. What is the level of foreign language anxiety among selected ESL students?

2. What is the level of social interaction among the selected ESL students?

3. Is there a significant relationship between the level of foreign language and the
level of social interaction among the selected ESL students?

4. Based on the findings, what recommendations can be proposed?

This study utilized a correlational design to assess the relationship between foreign
language anxiety and social interaction. The researchers conducted the study at
SMEAG Global Education Inc., wherein 30 ESL students were gathered as
respondents of this study using simple random sampling. The students were chosen
because of their low proficiency in a foreign language, mainly English. As students in
a school, they are subjected to lessons requiring them to interact socially in their
native and non-native languages, making them suitable respondents for our study.

This study used the Foreign Language Classroom Anxiety Scale and Social
Interaction Anxiety Scale, which were distributed in printed hard copy to make the
data easily collected by the researchers. In gathering the data, the researchers
prioritized distributing the consent forms and questionnaires. The data was gathered
and organized using Microsoft Excel and calculated using the statistical tool
Spearman's Correlation Coefficient.
 Findings
From the gathered and collected data, the following findings are:
Finding 1. ESL Students' Level of Foreign Language Anxiety
Most respondents had a medium level of foreign language anxiety. In contrast,
some had a lower level, and only one had a high level of Foreign Language Anxiety.

Finding 2 ESL Students' Level of Social Interaction Anxiety

Based on the results, the majority of the respondents had a high level of social
interaction anxiety. In contrast, the rest had low social anxiety.

Finding 3. Relationship between ESL Students' Level of Foreign Language and

Level of Social Interaction
According to the results, there is no significant relationship between the level of
foreign language anxiety and the level of social interaction among SMEAG Global
Education Inc. Students.

Conclusion
Foreign Language Anxiety is almost always present and common to English
secondary language learners. It is mainly present in students trying to learn a different
language (Horwitz et al., 1986), which is also based on the study results. On the other
hand, social interaction varies differently for a student, as shown in the data. These
two variables, when measured together, show a significant correlational relationship.
Hence, a person who has foreign language anxiety primarily impacts their ability to
interact with their peers socially.

Recommendations

Based on the gathered data, the compilation of findings, and the generalization, the
following recommendations are at this moment:

(1) Future researchers of foreign language anxiety and social interaction should
consider utilizing the different aspects of foreign language anxiety to further
deepen their study, which would justify the variables even more.

(2) Future researchers of foreign language anxiety are encouraged to research as

much about the topic as possible. They should consider the places where the
respondents will be gathered since the schools that hold such respondents vary
hugely in terms of the number of respondents present who are willing and
available.

(3) Future researchers should consider time management and environmental

factors when gathering data due to the difference in schedules between foreign
schools.
 References

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom
Anxiety. The Modern Language Journal, 70, 125–132