Speaking Anxiety, English Proficiency, Affective and Social Language Learning Strategies of ESL Engineering Students in a State University in Northern Luzon, Philippines

John N. Cabansag

doi:10.5539/ijel.v10n1p372

Abstract

The primary aim of this paper is to examine the speaking anxiety, affective and social language learning strategies and English language proficiency among ESL Agricultural and Biosystems and Civil Engineering students of a state university in Northern Luzon, Philippines including the possible relationship among the aforementioned variables. The research adapted six (6) items on Affective Language Learning Strategies (ALLS) and six (6) items on Social Language Learning Strategies (SLLS) by Oxford (1990); the Foreign Language Communication Anxiety Scale designed by Horwitz et al. (1986) and the English Proficiency Test developed by Commission on Higher Education were utilized in this study. The findings disclose that the speaking anxiety level of the respondents is moderate. It was noted that they are uneasy every time teachers called them to recite in English class unprepared. To add more, their ALLS and SLLS are both somewhat true for them and the repondents&rsquo; English Proficiency Level is moderate. It also showed that small negative correlation exists between their English proficiency and speaking anxiety. However, a medium and small positive correlation established when their speaking anxiety and ALLS was correlated. And a small positive correlation was obtained in the correlation between the respondents&rsquo; speaking anxiety and SLLS. The research concludes with a list of recommendations on how to lessen speaking anxiety in the English language classroom to ESL learners.

Highlights

The education sector, over the past decades, has witnessed a constant but meaningful twist in the system, resulting in less emphasis on teachers and teaching and heavier concern towards learners and learning
The primary aim of this paper is to examine the speaking anxiety, affective and social language learning strategies and English language proficiency among ESL Agricultural and Biosystems and Civil Engineering students of a state university in Northern Luzon, Philippines including the possible relationship among the aforementioned variables
The research adapted six (6) items on Affective Language Learning Strategies (ALLS) and six (6) items on Social Language Learning Strategies (SLLS) by Oxford (1990); the Foreign Language Communication Anxiety Scale designed by Horwitz et al (1986) and the English Proficiency Test developed by Commission on Higher Education were utilized in this study

Summary

Introduction

The education sector, over the past decades, has witnessed a constant but meaningful twist in the system, resulting in less emphasis on teachers and teaching and heavier concern towards learners and learning. This new educational landscape has been integrated in various ways in language teaching and applied linguistics which highlighted monumental accomplishments on “student-centered curriculum” (Nunan, 1988, 1995) and “authentic learning” (Tudor, 1996). Weinstein and Mayer (1986) in their helpful survey article defined learning strategies (LS) broadly as “the processes and actions employed by learners in acquiring language” needed to help learners in the process of understanding concepts” From this definition, it is clear that educational literature reflects the roots of LS in cognitive science. LS has a significant part in all facets of teaching-learning process, notwithstanding content and context both in classroom settings and more informal learning environments

Objectives

Methods

Discussion

Conclusion