LANGUAGE ANXIETY IN THE NEW NORMAL LEARNING OF TEACHER

EDUCATION STUDENTS IN MARAWI CITY

An Undergraduate Thesis
Presented to the Faculty of the
Secondary Teaching Department
COLLEGE OF EDUCATION
Mindanao State University
Marawi City

In Partial Fulfillment of the

Requirements of the Degree
Bachelor of Secondary Education
Major in English

DECAMPONG, NASNIA C.
DIMAAMPAO, SAHANIE G.
USMAN, NISSA ARYANNAH I.

FEBRUARY 2023
 Republic of the Philippines
Mindanao State University
COLLEGE OF EDUCATION
Marawi City

APPROVAL SHEET

This undergraduate thesis entitled “Language Anxiety in the New Normal Learning of
Teacher Education Students in Marawi City” prepared and presented by Nasnia C.
Decampong, Sahanie G. Dimaampao and Nissa Aryannah I. Usman has been
examined and recommended for acceptance and approval.

THESIS COMMITTEE

Accepted and Approved by the Committee on Oral Examination with the grade of
.

PROF. ROSENIYA G. TAMANO, Ph.D.

Thesis Adviser

PROF. LOTIS B. DAGUISONAN, Ph.D. PROF. MANAR H. MACAPODI, LPT

Panel Member Panel Member

Date of Final Defense: December 09, 2022

Accepted and approved in partial fulfillment of the requirement for the degree
Bachelor of Secondary Education major in English.

MR. FERNANDO R. SEQUETE JR., LPT MINERVA-SAMINAH M.

NAGA, Ph.D.
Chairperson, Department of Secondary Teaching Dean, College of
Education
Date: Date:
ABSTRACT

Nasnia C. Decampong, Nissa Aryannah I. Usman and Sahanie G. Dimaampao

“Language Anxiety In The New Normal Learning Of Teacher Education Students
In Marawi City”. An undergraduate Thesis. Bachelor of Secondary Education Major in
English, Department of Secondary Teaching, College of Education, Mindanao State
University, Marawi City, January 2023.

Adviser: Prof. Roseniya G. Tamano, Ph.D.

Given the sudden changes in face-to-face learning, teacher education students had
experience various anxiety in speaking English Language in new normal learning. The
researcher provided an additional resource that investigated the students' level of anxiety,
mainly in the areas of speaking, test anxiety, and fear of negative evaluation in the
medium of both Modular and Online-Based Learning. Moreover, in this study, the
researchers offered a further detailed investigation that identified what themes that causes
language anxiety among Education students. This study employed a mixed-method
research design utilizing checklist survey questionnaires to the teacher education students
and one-on-one interview. The data were obtained from five-hundred sixty-one (561)
education students from the chosen colleges within Marawi City and forty-two (42)
willing participants participated in interview. In gathering the information and the data
that is needed in this study, the researchers used modified version of the 33-item Foreign
Language Anxiety Scale (FLCAS). The findings revealed that among three components,
the fear of negative evaluation shows the highest rank. This implies that the respondents
were indeed anxious in getting negative remarks than in communicating or having a test.
This finding relates to the interview conducted where self-perceived English proficiency
ranked first. It led to the conclusion that language anxiety can be lessened through
understanding what worry and motivating students to use English more often. Thus, this
study encourage future researchers to ponder more on the using of effective methods,
approaches, and strategies for confidence building.

Word counts: 241

Keywords: Language Anxiety, Foreign Language Anxiety, Communication Anxiety, Test

Anxiety and Fear of Negative Evaluation.
 ACKNOWLEDGEMENT

The realization of this research work is mainly attributed to various commendable

people who help the researchers in pursuing and accomplishing the study. With this, the

researchers would like to express their heartfelt appreciation and extend their sincerest

gratitude to the following personalities.

To Prof. Roseniya G. Tamano, the course instructor/research adviser for her

untiring support, advice, guidance, and inspiration that continuously enlightened the

researchers throughout the research journey; for her effort, and for patiently spending her

precious time in monitoring and checking the research manuscripts with kind supervision.

To the panel of experts Dr. Lotis B. Daguisonan and Ms. Manar Macapodi for

their shared expertise and experiences in research, for their time and effort, for their

patience and consideration in checking the research manuscripts, for their advice and

guidance, constructive criticism, and words of encouragement that truly reinforce the

researchers’ skills and knowledge that are of great help in the refinement of this research

output.

To Prof. Adelyn S. Nalla, the Research Coordinator, and again Ms. Manar

Macapodi, the proofreader/Turnitin officer, for their significant contributions in making

the manuscripts of the research output grammatically, formally, and professionally

acceptable.

To the participants from the Mindanao State University – College of

Education, Al Bangsamoro Shar’iah Professional Education College (ABSPEC),

Lanao Central College Incorporated (LCCI), Philippine Engineering and Agro-

Industrial College Incorporated (PEACI), Philippine Muslim Teachers College

(PMTC) and Ranao Council - Al-Khwarizmi International College (RC – AKIC) for

their time and effort in willingly and sincerely answering the survey questionnaires and

participate in interview session in providing objective data that are essential in the

completion of this research work.

To our dearest parents, siblings, families, and relatives, for their everlasting love,

care, support, guidance, and inspiration that continuously strengthens and gives hope to

the researchers not just in accomplishing this research output but also in pursuing dreams

in life.

To our Academic Adviser Prof. Roseniya G. Tamano, and all our Instructors,

Classmates, Friends, and Loved ones for this piece of hard work would not be

accomplished and realized without their contributions and involvement.

Above all, Alhamdulillah, thanks to the Almighty Allah, the beneficent and the

most merciful for the blessings, guidance, and will to accomplish this research work.

- Nasnia, Nissa & Sahanie -

 DEDICATION

This piece of work is wholeheartedly dedicated to Almighty Allah (S.W.T), the Most

Powerful and Merciful, Who gave me strength, wisdom, guidance, power of the mind,

protection, skills, and all the blessings of a healthy life. All of these are impossible

without His will

for the realization of this research work;

To my beloved and compassionate parents, the source of my inspiration and the

foundation of my strength who have incessantly provided me with their moral, emotional,

spiritual, and financial support; may Allah grant them forgiveness and paradise;

Sania C. Decampong and

Nassser A. Decampong;

To my beloved Siblings;

Rohaminah C. Decampong. Mohaisen C. Decampong

and Nasnima C. Decampong;

To my dear friends and Lalitas who have been my bolster of comfort that whenever

thoughts of yielding crossed my mind, they never failed to ease my anxiousness and

distress; to support me in every single way they can, like imparting me sound advice.

- Nasnia –
 DEDICATION

I humbly and wholeheartedly dedicate this work to the following people who molded and

helped us along the way to make this work possible:

To my parents, who taught me to work hard and that so much could be done with little,

To my beloved siblings, who cheered and showered me with love,

To my friends, LB and Lalitas who became my greatest support system.

- Nissa –
 DEDICATION

We, the researchers, wholeheartedly dedicated this to those special individuals who

extended their hands and guidance to make this paper put into reality- who continually

provide us unconditional support and being our inspiration.

Last but not least, I want to thank me for believing in me, I want to thank me for doing all

this hard work, I wanna thank me for having no days off. I wanna thank me for never

quitting. I wanna thank me for always been a giver and trying to give more than I receive.

I want to thank me for trying to do more right than wrong. I want to thank me for just

being me at all times. Snoop Dog, (2018)

Thank you so much. We owe you a lot.

-Sahanie-
 TABLE OF CONTENTS

Pages
Title Page i
Approval Sheet ii
Abstract iii
Acknowledgement iv
Dedication v
Table of Content vi
List of Tables vii
List of Figure viii

Chapters

1 THE PROBLEM AND ITS SCOPE

Introduction 1
Theoretical Framework 4
Conceptual Framework 8
Statement of the Problem 9
Null Hypotheses 9
Significance of the Study 10
Scope and Limitations
11
Definition of Terms 12

2 REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature 14
Related Studies 21

3 RESEARCH DESIGN AND METHODOLOGY

Research Design 32
Research Locale 33
Respondents of the Study 34
Sampling Technique 35
Instruments and its Validity/Reliability 36
Data Gathering Procedures 37
Ethical Consideration 38
Statistical Tools Used 39
 Method of Data Analysis 41

4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

The Demographic Profile of the Respondents 43

Results of the Three Components of the Instruments 44
The Correlation of Demographic Profile and Level of Language Anxiety 50

5 SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

Summary of Findings 64
Conclusion 65
Recommendation 66

BIBLIOGRAPHY v

APPENDICES

A: Letter to the Dean (Pilot Testing) 77

B: Letter to the Dean (Conducting Survey) 78
C: Survey/ Foreign Language Anxiety Scale (FLCAS) 84
D: Semi-structured Interview Questions 86
E: Oral Examination Report (Pre-Defense Accomplished Form) 87
F: Oral Examination Report (Final Defense Accomplished Form) 88
G: Certification from the Statistician 89
H: Certification from the Editor 90
I: Certificate of Similarity Check Index 91
J: Reliability Test Result 92
K: Statistical Results 94
L: Interview Transcripts 97
M: Consultation Log 208
N: Documentation 210
O: Curriculum Vitae 212
 LIST OF TABLES

NUMBER TITLE PAGE

1 The Respondents’ Academic Program 34

2 The Respondents’ Institution 35

3 Reliability Statistics 37

4 Scoring Guidelines 42

4.1 The Result of Respondents’ by Gender 43

4.2 The Result of Respondents’ by Year Level 44

5.1 Communication Anxiety 45

5.2 Test Anxiety 47

5.3 Fear of Negative Evaluation 49

5.4 Significant relation between Demographic Profile 51
and Language Anxiety
 LIST OF FIGURES

NUMBER TITLE PAGE

1 Schematic Diagram of the Conceptual Framework 8

2 Map of Marawi City 33