THE MODERATING EFFECT OF VERBAL LINGUISTIC INTELLIGENCE ON THE RELATIONSHIP BETWEEN SPEAKING ANXIETY AND COMMUNICATION SKILLS AMONG ENGLISH MAJOR STUDENTS

Abstract

The ultimate goal of this study was to determine the moderating effect of verbal linguistic intelligence on the relationship between speaking anxiety and communication skills of the second year to fourth year English major students in the private higher education institutions (HEIs) in Region XI. Adapted survey questionnaires validated by experts were given to a sample of 300 students. Findings revealed that the of speaking anxiety, communication skills, and verbal linguistic intelligence are high. Moreover, findings revealed that speaking anxiety is significantly related to communication skills. Verbal linguistic intelligence also showed a positive significant relationship to communication skills. To determine the moderating effect of verbal linguistic intelligence, a logistic hierarchical regression was employed in this study. In this case, the findings revealed that verbal linguistic intelligence has no significant moderating effect on the relationship between speaking anxiety and communications skills. Students who have higher or lower levels of verbal linguistic intelligence demonstrated the same degree of communication skills as influenced by speaking anxiety. However, results revealed that separately speaking anxiety and verbal linguistic intelligence are important contributors to communication skills. KEYWORDS: Applied linguistics, education, speaking anxiety, communication skills, verbal linguistic intelligence, moderating effect, Philippines