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Advances in Social Sciences Research Journal – Vol. 8, No. 4

Publication Date: April 25, 2021

DOI:10.14738/assrj.84.10018.

Sansaluna, S. A., Bawa, L. S., Camua, A. C., & Untong, L. P. (2021). Senior High School Students’ Anxiety and Performance in Learning

English. Advances in Social Sciences Research Journal, 8(4). 605-612.

Services for Science and Education – United Kingdom

Senior High School Students’ Anxiety and Performance in

Learning English

Saima A. Sansaluna

Mindanao State University-Maguindanao, Datu Odin Sinsuat

maguindanao, Philippines

Lydia S. Bawa

Mindanao State University-Maguindanao, Datu Odin Sinsuat

maguindanao, Philippines

Amour C. Camua

Mindanao State University-Maguindanao, Datu Odin Sinsuat

maguindanao, Philippines

Leonel P. Untong

Mindanao State University-Maguindanao, Datu Odin Sinsuat

maguindanao, Philippines

ABSTRACT

This study focused on the anxiety and performance of the students in learning

English specifically in speaking. It sought to find out anxieties and its causes that

affect their English performance in terms of inter-language phonology, grammar

and meaning system. The study covered the use of Foreign Language Classroom

Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) that measure the English

learners’ anxiety levels while learning English in the classroom. The respondents of

the study were the selected Grade 12 senior high school students from the selected

public schools in Maguindanao Division, Philippines. Descriptive-correlational

survey method was used in the study. The findings show that English language

speaking anxiety does exist among Senior High School students in Maguindanao

Division and their level of anxiety in learning English is high. It is further concluded

that students’ anxiety levels in speaking English in terms of inter-language

phonology, inter-language grammar and inter-language meaning system

contributed to students’ performance in learning in English.

Keywords: Anxiety; Performance in Learning English; Inter-language Phonology; Inter- language Grammar; Inter-language Meaning System.

INTRODUCTION

Nowadays, the usage of English is widespread in India and becomes the third biggest country

having English spoken populace after the United States of America and United Kingdom. India

is placed in the third position also introducing books written in English. Although the usage of

English language began from the colonial period, the functional domains of its usage have now

encompassed not most effective in administration, but also in education, employment and of

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Advances in Social Sciences Research Journal (ASSRJ) Vol. 8, Issue 4, April-2021

Services for Science and Education – United Kingdom

course in formal as well as informal communication. English is the most used international

language. Besides, it is a language of wider communication in India, as the country is

multilingual and the regional languages are not similar. In India, as is well known, there is a

persisted agonizing and schizophrenic debate about the status of English and its role in the

region [1]. English is now taught as the second language in India; however acquisition of an

adequate level of proficiency in English is one of the foremost challenges of India these days.

The actual scenario is that a number of the Indian students who learn English as a second

language and those who are in regional medium schools fail to achieve a satisfactory level of

proficiency in English. Learners usually encounter difficulties in the mastery of listening

speaking, reading and writing in English language which resulted an apprehensive feeling

amongst them. This negative perception affected their understanding of the language which is

turning affected their academic performance. This nervous feeling develops second language

anxiety, specifically, English language anxiety. This is also true in the Philippines, particularly,

in the Bangsamoro Autonomous Region in Muslim Mindanao area.

Anxiety is a normal reaction to certain situations. A small level of anxiety is normal, but severe

anxiety can be a serious problem. Academic anxiety can become more detrimental over time.

As a student’s academic performance suffers, the anxiety level related to certain academic tasks

increases [2]. Most teachers will have students with social anxiety and/or academic anxiety.

Social anxiety can also affect a student’s academic performance. If a student has social anxiety,

the student might not be able to complete group tasks or might not feel comfortable asking for

help in class. Social anxiety can go along with or even lead to academic anxiety. Teaching

student’s self-regulation can reduce anxiety and increase academic performance [3].

There are studies which reveal that students experienced varied anxieties in learning English.

This anxiety is called Foreign Language Classroom Anxiety (FLCA). FLCA as a distinct complex

of self-perceptions, beliefs, feelings, and behaviors related to classroom language learning

arising from the uniqueness of the language learning process. It is considered FLCA to be a

situational anxiety rather than a trait anxiety which learners experience in the well-defined

situation of a foreign language classroom. Many of the researchers agree that English language

anxiety affects students’ attitudes and their achievement in language learning. Although anxiety

may sometimes be facilitating, in most cases, it negatively affects learners’ achievement and

leaves its debilitating effects on students’ learning [4].

In this regard, this study was conducted to determine the anxiety and performance of the

students in learning English. This study determined the anxiety and performance in learning

English among the selected Grade 12 students of Maguindanao Division. Specifically, this study

sought answers to the following questions: 1.what is the students’ performance in learning

English. 2. what is the students’ anxiety level in speaking English in terms of the following

factors: Inter-language phonology, Inter-language grammar, and Inter-language meaning

system. 3. is there any significant relationship between the students’ performance in learning

English and the student’s anxiety level in speaking English.

METHODOLOGY

This study used the Descriptive-correlational survey method. The survey questionnaire was

used to determine the anxiety in learning English of selected Grade 12 students in Maguindanao