Dominic Patric G. Galdonez
[email protected]
A B S T R A C T
This research centers on language anxiety, a persistent issue impeding students’ ability to learn a new language. Language anxiety can cause students to feel inadequate in their language skills, experience self-doubt, and worry about what others think of them. This can negatively impact their performance and self-esteem. The goal of the study is to understand the perspectives of Grade 12 students at the Philippine Science High School-Ilocos Region Campus when it comes to their anxiety while using the Filipino language in their day-to-day activities. To achieve this, the researcher used a quantitative research approach, specifically focusing on Grade 12 students enrolled in the Specialization Years program. The researcher created a survey questionnaire adapted from Jugo (2020) to better suit the student respondents. The data analysis included descriptive statistics using a 5-point Likert Scale. The results showed that students experience varying anxiety levels when using different aspects of language, such as speaking (x̄ =3.19, moderate anxiety), writing (x̄ =3.41, moderate anxiety), receiving corrections (x̄ =3.28, moderate anxiety), selfperceptions (x̄ =3.45, moderate anxiety), and comprehension (x̄ =3.46, moderate anxiety). These findings emphasize the importance of recognizing and addressing language anxiety to create supportive learning environments. In conclusion, this research highlights the complex nature of Filipino language anxiety among Grade 12 students and stresses the need for customized interventions and support systems to enhance their language learning experience. The study provides valuable insights into the ongoing discourse on language anxiety and how it impacts language acquisition in educational settings.