The Predicting Effects of English Language Anxiety and Study Skills on Academic Performance in Oral Communication

KEVIN M. MARTINEZ

doi:10.18535/ijsshi/v13i02.01

Abstract

Academic performance is crucial to a student's life and is typically measured by tests, quizzes, assignments, and exams during a particular grading period. Numerous factors affect students' progress, achievements, and, most of all, academic performance, including English language anxiety. This study explored the relationship between English language anxiety, study skills, and academic performance in Oral Communication among 138 Grade 11 students. This study used a causal-descriptive research design with simple and multiple linear regression. The study further employed a universal purposive sampling design. Frequency and percentage, mean and standard deviation, simple linear regression, and multiple regression were utilized to analyze and interpret the gathered data. The findings highlighted consistently high levels of English language anxiety, specifically in areas such as communication anxiety, fear of negative evaluation, test anxiety, and anxiety within the oral communication class. The findings revealed that the respondents’ study skills generally exhibited 'Good Study Skills' in note-taking, time management, and organizing/sequencing. The study disclosed the respondents’ Academic performance results, which indicated that students from the ABM strand achieved a 'Good' rating in Oral Communication, while those from GAS and HUMSS received only 'Fair' ratings. Although English language anxiety was prevalent, statistical analysis revealed that it did not significantly affect academic performance in Oral Communication. The study found no significant influence on study skills and academic performance. Regression analysis indicated that none of these factors significantly predicted students' oral communication grades. In contrast, time management emerged as the only significant predictor of academic performance. Therefore, anxiety has a greater impact on the students’ academic performance, underscoring the need to address it as a significant yet indirect factor in oral communication proficiency.

Keywords

communication anxietyfear of negative evaluationtest anxietyanxiety within the communication c

References

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[refR-2] Barcenas, J. & Bibon, M. (2022). The Influence of Study Habits in the Academic Performance of Senior High School Students in Cagraray Island, Philippines. International Journal of Scientific Research in Multidisciplinary Studies E-ISSN: 2454-9312, Vol.8, Issue.1, pp.21-28. https://www.researchgate.net/publication/358571971Google Scholar ↗

[refR-3] DepEd Order No 36 s. 2006. Implementing rules and regulations on executive order no. 210 (establishing the policy to strengthen the use of the English language as a medium of instruction in the educational system). https://www.deped.gov.ph/2006/08/22/do-36-s-2006-implementing-rules-and-regulations-on-executive-order-no-210-establishing-the-policy-to-strengthen-the-use-of-the-english-language-as-a-medium-of-instruction-in-the-educational-syst/Google Scholar ↗

[refR-4] Devi, B., Lepcha, N. (2023). The Application of Correlational Research Design in Nursing and Medical Research. Journal of Xi'an Shiyou University, Natural Sciences Edition ISSN: 1673-064X Vol: 65 Issue 11 | 2022Google Scholar ↗

[refR-5] Giray, L., Alcala, M. A, Edem, J., & Sabacajan, T.M. (2022). English Language Anxiety among College Students. International Journal of Qualitative Research, 2 (1), 65-76. DOI: 10.47540/ijqr.v2i1.569DOI ↗Google Scholar ↗

[refR-6] Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom anxiety. The Modern Language Journal, 70(2), 125‐132. https://doi.org/10.2307/327317DOI ↗Google Scholar ↗

[refR-7] Iverach, L., Iverach, L., Jones, M., Jones, M., O’Brian, S., O’Brian, S., Block, S., Block, S., Lincoln, M., Lincoln, M., Harrison, E., Harrison, E., Hewat, S., Hewat, S., Cream, A., Cream, A., Menzies, R. G., Menzies, R. G., Packman, A., … Onslow, M. (2019). The relationship between mental health disorders and treatment outcomes among adults who stutter. Journal of Fluency Disorders. https://doi.org/10.1016/j.jfludis.2009.02.002DOI ↗Google Scholar ↗

[refR-8] Jiang, Y., Jiang, Y., Dewaele, J.-M., & Dewaele, J.-M. (2019). How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners. System. https://doi.org/10.1016/j.system.2019.02.017DOI ↗Google Scholar ↗

[refR-9] Kumar, et.al. (2021). Defining and Measuring Academic Performance of Hei Students- A Critical Review. https://www. research gate.net publication/359002367Google Scholar ↗

[refR-10] MacIntyre, P. and Gregersen (2019). Affect: The Role of Language Anxiety and Other Emotions in Language Learning. http://ssllt.amu.edu.phGoogle Scholar ↗

[refR-11] Mahmood, R. A. (2022). Investigating Anxiety in Speaking Skills among Kurdish EFL Basic School Students: A Case Study of 7th, 8th and 9th Grades. Journal of Kurdistani for Strategic Studies. https://doi.org/10.54809/jkss.vi7.202DOI ↗Google Scholar ↗

[refR-12] Musni, R.V., (2025). Testing the Influence of School Climate on Students'Google Scholar ↗

[refR-13] Psychological Safety: The Case of a Philippine State University. Psychology and Education: A Multidisciplinary Journal, 50(1), 82-94. https://doi.org/10.70838/pemj.500108DOI ↗Google Scholar ↗

[refR-14] Pontillas, J. K. & Rodrigo, S. (2024). LEVEL OF SPEAKING ANXIETY AND SELF-EFFICACY IN ENGLISH AMONG HIGH SCHOOL STUDENTS. International Journal of Education Technology and Scientific Researches. 4. 2028-2048. https://www.researchgate.net/publication/382580263_LEVEL_OF_SPEAKING_ANXIETY_AND_SELF-EFFICACY_IN_ENGLISH_AMONG_HIGH_SCHOOL_STUDENTSGoogle Scholar ↗

[refR-15] Rahim, N. & Meon, H. (2012). Relationships between Study Skills and Academic Performance. https://doi.org/10.1063/1.4801264DOI ↗Google Scholar ↗

[refR-16] Sadoughi, M., & Hejazi, S. Y. (2023). How can L2 motivational self system enhance willingness to communicate? The contribution of foreign language enjoyment and anxiety. Null. https://doi.org/10.1007/s12144-023-04479-3DOI ↗Google Scholar ↗

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