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Chapter 1 Research 1

This document discusses English language anxieties experienced by Grade 10 students at Dilangalen National High School. It defines language anxiety as feelings of tension, apprehension, and worry associated with learning English. Common sources of anxiety for students include making mistakes, speaking in front of others, writing, reading aloud, and not understanding lessons. Studies have found anxiety negatively impacts students' language performance and that it is a global issue experienced by learners in countries like China and the Philippines. This study aims to understand the emotions, challenges and perceptions of students dealing with English language anxieties.

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76 views3 pages

Chapter 1 Research 1

This document discusses English language anxieties experienced by Grade 10 students at Dilangalen National High School. It defines language anxiety as feelings of tension, apprehension, and worry associated with learning English. Common sources of anxiety for students include making mistakes, speaking in front of others, writing, reading aloud, and not understanding lessons. Studies have found anxiety negatively impacts students' language performance and that it is a global issue experienced by learners in countries like China and the Philippines. This study aims to understand the emotions, challenges and perceptions of students dealing with English language anxieties.

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English Language Anxieties in focus: A Descriptive Study about the English Language

Anxieties of Grade 10 students at Dilangalen National High School

Chapter 1

The Problem and It’s Background

The acquisition and mastery of the English language are crucial in today’s global

landscape. In significance to this, the importance of English language learning has relative factors

in obtaining and applying how to use the language properly in a real world context. Serving a

bridge in communication, knowledge distribution and social interaction. In link to this, English

language learning sets student’s capability to be confident and effective in language delivery

which clearly impacts their self development in the field of English.

On the flip side, learners are the most important part in the foundation of education,

they can be considered as the central factors in shaping the world itself. However, for some,

learning the English language is a burden or challenge which is regarded as a complicated process

to do. Moreover, most outclass students are greatly affected by this occurring problem which

leads to their language anxieties to read, listen, write, and speak. According to Horwitz et al.,

1986 they stated that anxiety can be defined as the subjective feeling of tension, apprehension

and worry associated with an arousal of the autonomic nervous system. With these language

anxieties in mind, students are more pressured to attain, study and use the English language.

Learning English can sometimes make students feel worried or nervous. These

feelings are known as English Language Anxieties. Language anxiety is a form of what

psychologists described as a specific anxiety reaction (Maclntyre, 2017). When someone is

trying to learn English, they might feel afraid of making mistakes, speaking in front of others,
writing misspelled words, reading incorrect pronunciations or while listening and not

understanding the subject well. In some cases, Learners may feel uncomfortable and

sometimes they build up tension which makes it hard for them to learn the English language.

Moving deeper, Understanding the English language can test the learner’s academic

perspective to be able to achieve a good performance and results. Some components of

learning the English language can be crucial in the way learners can be educated. According

to (Ali, 2017) there are 4 factors that mainly affect the student’s English language this are;

listening, speaking, reading and writing anxiety. This further explains that learners nowadays

are more anxious and have less self confidence in performing and doing tasks in the English

language.

In the global scene, English language anxiety is also being experienced worldwide.

An example of this is the study of (Zhao, 2007) in her study of anxiety among high school

students in China found that the fear of negative evaluation was the most prevalent cause of

anxiety, boys experienced more anxiety of English classes than girls did, and anxiety of

English classes and tests was a debilitative factor in language learning. Consequently, she

concluded that highly anxious learners do not obtain much achievement; and their low

achievement causes them to be more anxious in the process of language learning.

In the Philippines Context, the study of Garcia et al., (2021) found that a notable

proportion of students faced considerable levels of English Language Anxiety (ELA),

especially when engaging in speaking and writing tasks. Several key factors contributed to

this anxiety, notably the fear of making errors, a lack of confidence in language abilities, and

the influence of social pressures. Additionally, the study highlighted a connection between

ELA and academic performance, indicating that anxiety in language learning significantly

affected students' overall language learning outcomes.


Building a deeper connection, Understanding the numerous affected emotions,

challenges, and perceptions of students surrounded by English language anxieties is crucial,

particularly at this critical stage of academic development. Dilangalen National High School

in the year 2022-2023 provides an ideal setting for this study, having a diverse student

population that are affected by the occurring problem in the English language.

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