Acta Biomed 2023; Vol. 94, N.

1: ISSN: 0392-4203 | eISSN: 2531-6745 © Mattioli 1885

English Language Anxiety Among Students in a Boarding School in the Philippines: The
Post-Pandemic Scenario

Analiza M. Zulueta1, Christie Kaye Ondiano2, and Lloyd Matthew Derasin3

1
Sisters of Mary School-Girls Town, Inc.
2
Duval County Public School, Jacksonville, Florida, USA
3
Cebu Normal University

Abstract - The English language may express many of humanity's innovative ideas. Still, when
someone is not confident and comfortable enough to do so, their insightful and important ideas
are lost. This study aimed to identify the relationship between the profile of the respondents,
particularly the province of origin and mother tongue, and the level of language anxiety among
the Grade Seven students in a regional all-girls boarding school in Cebu, the Philippines. The
data gathered spanned 33 provinces and 25 languages and dialects. It was found that the
respondents’ level of language anxiety was moderate. Moreover, there was no correlation between
the profile of the respondents and their level of language anxiety. Furthermore, Teachers need to
be aware that students experience anxiety when learning the English language and that this fear
exists regardless of students' province of origin and mother tongue.
Keywords: English language anxiety, mother tongue, second language acquisition
Introduction
The majority of people believe that English is the universal language. Billions of people
speak English either as a first language or a second language in the world. People have been
psychologically and emotionally impacted by the demand for the use of English as a tool for
communication in the fields of research, medicine, business, commerce, trade, and other important
areas. The increased pressure to communicate at a level that is recognized globally has caused
language learners to feel anxious, frightened, and worried.
Students can improve their English-speaking proficiency in various ways, one by applying it to
everyday interactions. But learning does not stop with engagement; using the language also helps
students feel more confident and good about themselves, especially when communicating clearly.
However, when students have trouble communicating clearly in English, they may experience
anxiety, which makes it difficult for them to succeed in a foreign language class (Horwitz et.al,
1986). Horwitz et al. (1986) went on to say that anxiety is the sense of tension, dread, unease, and
worry that is experienced by an individual and is brought on by an autonomic nervous system
activation.
It's possible that persons with social anxiety simply have trouble talking to others while they're
around other people, whereas those with generalized social anxiety may have trouble talking to
anyone at any time. Teachers can better support their students in reaching their language
proficiency goals by analyzing how they feel while they converse in English when they're anxious
(Tanveer, 2007, cited in Hakim, 2019).

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There is rich and comprehensive literature about language anxiety. Horwitz, et al. (1986), as cited
in Zheng and Cheng (2018) coined the term and defined it as ‘the worry and negative emotional
reaction aroused when learning or using a second language’ (p. 27). The former also developed
the Foreign Language Classroom Anxiety Scale (FLCAS) to measure and analyze language
anxiety among learners. Then, the study of language anxiety has become a global phenomenon
from the USA to the rest of the world. In the Philippines, language anxiety has been studied across
all levels of education, from the basic education to the university levels. There is a high level of
classroom anxiety among Filipino language learners, according to a recent study by Aparece, et al
(2023). There have been many studies like this. Still, very few or none of them have focused on
the boarding school setting, where the students' everyday communication is conducted in English
and where the learning environment is multicultural.
Hence, this study aimed to determine the level of English language anxiety among grade seven
students in a private regional boarding school post-pandemic. This study banks on the conclusion
of Horwitz (2001), who found out that in some people, anxiety prevents them from learning
languages well.
Specifically, it endeavors to answer the following questions:
1. What is the profile of the respondents in terms of:
1.2. place of origin; and
1.3 Mother tongue?
2. What is the level of English language anxiety among grade seven students?
3. Is there a significant relationship between the level of English language anxiety among grade
seven students and their profile in terms of:
3.1. place of origin; and
3.2. mother tongue?
Methods and Materials
The objective of this quantitative study was to determine the association between the student's
profile—specifically, their province of origin and mother tongue—and their level of language
anxiety. Slovin’s Formula was used to calculate the 243 samples out of the 615 Grade seven
students in the population. They are students in a regional, all-girls boarding school in Cebu, the
Philippines. Ratio and proportion were used to identify the number of respondents per section.
Stratified random sampling was used to identify the respondents from every section.
Moreover, a standardized questionnaire called the Foreign Language Classroom Anxiety Scale by
Horwitz, et al. (1986), as cited in Russell (2020) was utilized in this study. It is composed of 33
behavioral statements which evaluate the respondents’ language anxiety through a five-point
Likert scale with the descriptors: 1 = strongly agree; 2 = agree; 3 = neither agree nor disagree; 4 =
disagree; and 5 = strongly disagree). For its internal consistency reliability, it has a Cronbach’s
alpha of 0.94 (Toyama, 2018).
Additionally, frequency count was used to describe the respondents' characteristics. Weighted
mean was used to gauge the respondents' level of language anxiety. Multiple regression was then
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employed to ascertain the connection between the respondents' profiles and their level of language
anxiety.
Results and Discussion
In this section, the findings of the study were reported. The results of this research were
compiled and presented in the form of four tables. The first table presented the province of origin
of the respondent, and the second table explained the mother tongue of the respondent. Moreover,
the third table explained the level of language anxiety of the respondent. The last table presented
the correlation between the level of language anxiety and the respondent’s profile.
Table 1. Profile of the Respondents according to Province of Origin
Province Frequency Percentage
Agusan del Norte 5 2.06%
Agusan del Sur 1 0.41%
Aklan 2 0.82%
Antique 1 0.41%
Biliran 7 2.88%
Bohol 11 4.53%
Bukidnon 4 1.65%
Capiz 1 0.41%
Cavite 1 0.41%
Cebu 52 21.40%
Davao de Oro 4 1.65%
Davao del Norte 1 0.41%
Davao del Sur 4 1.65%
Eastern Samar 9 3.70%
Guimaras 3 1.23%
Iloilo 7 2.88%
Lanao del Norte 2 0.82%
Leyte 39 16.05%
Masbate 3 1.23%
Misamis Occidental 2 0.82%
Negros Occidental 14 5.76%
Negros Oriental 8 3.29%
Samar 2 0.82%
Siquijor 5 2.06%
South Cotabato 1 0.41%
Southern Leyte 13 5.35%
Sultan Kudarat 6 2.47%
Surigao del Norte 7 2.88%
Surigao del Sur 11 4.53%
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Western Samar 7 2.88%

Zamboanga del Norte 3 1.23%
Zamboanga del Sur 6 2.47%
Zamboanga Sibugay 1 0.41%
Total 243 100%

The table above showed that the Grade seven student respondents came from 33 provinces in the
Philippines, 16 provinces in the Visayas composing 74.49% of the respondents, 15 in Mindanao
(23.87%), and two in Luzon (1.65%). Majority of them hail from Cebu (21.40%), Leyte (16.05%),
Negros Occidental (5.76%), Southern Leyte (5.35%), Bohol (4.53%), and Surigao del Sur (4.53%).
Table 2. Profile of the Respondents According to Mother Tongue
Mother Tongue Frequency Percentage
Agusan Binisaya 5 2.06%
Aklanon 2 0.82%
Biliranong Binisaya 4 1.65%
Bol-anong Binisaya 11 4.53%
Bukidnong Binisaya 3 1.23%
Chavacano 5 2.06%
Davaoeñong Binisaya 9 3.70%
Hiligaynon 28 11.52%
Kamayo 2 0.82%
Kinaray-a 2 0.82%
Lanao Binisaya 2 0.82%
Leyteñong Binisaya 28 11.52%
Mamanwa 1 0.41%
Manobo 1 0.41%
Masbateñong Binisaya 2 0.82%
Misamis Binisaya 2 0.82%
Negrenseng Binisaya 11 4.53%
Sinugbuanong Binisaya 52 21.40%
Siquijodnong Binisaya 5 2.06%
Subanen 1 0.41%
Surigaonong Binisaya 14 5.76%
Tagalog 4 1.65%
Talaandig 1 0.41%
Waray 44 18.11%
Zamboangueñong Binisaya 4 1.65%
Total 243 100%
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The table above shows that the respondents spoke 25 Philippine languages and dialects as their
mother tongue. The majority of the languages and dialects are Sinugbuanong Binisaya (21.40%),
Waray (18.11%), Hiligaynon (11.52%), Leyteñong Binisaya (11.52%), Surigaonong Binisaya
(5.76%), Bol-anong Binisaya (4.53%), and Negrenseng Binisaya (4.53%). All of these dialects are
spoken in the Visayas region.
Table 3. Level of Language Anxiety of the Respondents
Statements Weighted Standard Description
Mean Deviation
1. I never feel quite sure of myself when I am 3.81 2.68 High
speaking in my foreign language class.
2. I don't worry about making mistakes in language 3.13 1.29 Moderate
class.
3. I tremble when I know that I'm going to be called 3.51 1.19 High
on in language class.
4. It frightens me when I don't understand what the 3.21 1.10 Moderate
teacher is saying in the foreign language.
5. It wouldn't bother me at all to take more foreign 2.15 1.21 Low
language classes.
6. During language class, I find myself thinking 2.99 1.13 Moderate
about things that have nothing to do with the course.
7. I keep thinking that the other students are better at 3.31 1.20 Moderate
languages than I am.
8. I am usually at ease during tests in my language 3.07 1.12 Moderate
class.
9. I start to panic when I have to speak without 3.51 1.15 High
preparation in language class.
10. I worry about the consequences of failing my 4.09 1.06 High
foreign language class.
11. I don't understand why some people get so upset 2.62 1.00 Moderate
over foreign language classes.
12. In language class, I can get so nervous I forget 3.46 1.23 High
things I know.
13. It embarrasses me to volunteer answers in my 3.52 1.27 High
language class.
14. I would not be nervous speaking the foreign 3.11 1.17 Moderate
language with native speakers.
15. I get upset when I don't understand what the 2.64 1.04 Moderate
teacher is correcting.
16. Even if I am well prepared for language class, I 3.54 1.05 High
feel anxious about it.
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17. I often feel like not going to my language class. 1.83 1.03 Low
18. I feel confident when I speak in foreign language 2.67 1.10 Moderate
class.
19. I am afraid that my language teacher is ready to 2.98 1.27 Moderate
correct every mistake I make.
20. I can feel my heart pounding when I'm going to 3.65 1.09 High
be called on in language class.
21. The more I study for a language test, the more 2.65 1.22 Moderate
confused I get.
22. I don't feel pressured to prepare very well for 3.01 1.19 Moderate
language class.
23. I always feel that the other students speak the 3.30 1.09 Moderate
foreign language better than I do.
24. I feel very self‐conscious about speaking the 3.58 0.99 High
foreign language in front of other students.
25. Language class moves so quickly, and I worry 3.39 1.16 Moderate
about getting left behind.
26. I feel more tensed and nervous in my language 2.62 1.04 Moderate
class than in my other classes.
27. I get nervous and confused when I am speaking 3.12 1.06 Moderate
in my language class.
28. When I'm on my way to language class, I feel 2.88 1.11 Moderate
very sure and relaxed.
29. I get nervous when I don't understand every 3.28 1.15 Moderate
word the language teacher says.
30. I feel overwhelmed by the number of rules you 3.20 1.05 Moderate
have to learn to speak a foreign language.
31. I am afraid that the other students will laugh at 3.43 1.32 High
me when I speak the foreign language.
32. I would probably feel comfortable around native 3.22 1.14 Moderate
speakers of the foreign language.
33. I get nervous when the language teacher asks 3.71 1.08 High
questions which I haven't prepared in advance.
General Weighted Mean 3.16 1.18 Moderate

The table above shows that the Grade seven students have a moderate level of English
language anxiety as signified by the general weighted mean of 3.16. This is justified by the
following statements:
The FLCAS highlights three salient components of language anxiety: communication
apprehension, fear of negative evaluation, and test anxiety (Toyama & Yamazaki, 2018).
Acta Biomed 2023; Vol. 94, N. 1: ISSN: 0392-4203 | eISSN: 2531-6745 1949

Communication apprehension is a fear of starting or continuing a conversation with someone

(American Psychological Association, 2023). Fear of negative evaluation is the worry that others
will judge or disapprove of one’s performance (Winton, Clark, & Edelmann,1995, as cited in
Sigurvinsdottir et al., 2021). Test anxiety is a form of performance anxiety, a feeling one could
have while under pressure to perform well or when performing in an exam matters greatly
(Hoffses, 2018).
Further analysis of the three components of language anxiety reveals that the Grade seven
students’ level of communication apprehension is moderate with a weighted mean of 3.38; fear of
negative evaluation is moderate with a weighted mean of 2.945473251; and test anxiety is
moderate with a weighted mean of 3.27.
Moreover, Domingo (2019) also discovered a moderate level of language anxiety among
respondents from the Visayas region. On a wider scale, approximately one-third of students
studying a foreign language report at least a moderate level of foreign language anxiety, according
to studies conducted in various language learning environments (Horwitz, 2001, as cited in Luo,
2018).
Table 4. Correlation of Level of Language Anxiety and Profile of the Respondents

Variables Pearson’s P - Value Decision Interpretation

Coefficient
Language Anxiety and .025 .698 Do not reject the Not significant
Province of Origin null hypothesis
Language anxiety and .013 .835 Do not reject the Not significant
Mother tongue null hypothesis

The table above presented the correlation between language anxiety and the respondent’s
profile. The province of origin and the mother tongue are not correlated with the level of language
anxiety.
As a place of origin and mother tongue are not determinants of language anxiety, as strengthened
by this study, there is a need to look at other factors established by other studies. First, personality,
particularly openness and neuroticism, are significant predictors of English language anxiety
(Babakhouya, 2019). Second, the language anxiety of the students is moderately related to their
beliefs about language learning (Tandang, et al., 2019). Third, linguistic challenges or lack of
language skills, such as a lack of vocabulary and pronunciation issues; cognitive challenges and
insecurities, such as self-related cognition and judgment of others; social factors, such as public
speaking or classroom presentations; and the role of teachers in the classroom which ultimately
lead to performance and being (Said, 2022; Giray et al., 2022).
To lessen students' anxiety related to learning the English language, teachers should focus
more on their teaching strategies and classroom behaviors and how to improve the learning
environment (Djafri & Wimbarti, 2018). Moreover, it is recommended that preconceived biases
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against some boarding school students from various places, ethnicities, and dialects be eradicated.
Rather, the use of English in daily boarding school life should be continued, and students’ intrinsic
and extrinsic motivations to learn and use the English language should be evaluated and
strengthened.
Conclusion
Teachers need to be aware that students experience anxiety when learning the
English language and that this fear exists regardless of students' province of origin and mother
tongue. Educators would do well to factor these affective characteristics in planning lessons and
activities. Less stressful classroom environments can be created using Language Learning
strategies in which students feel welcome and at ease while still learning the language.
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