Language Anxiety’s Influence on the Speaking Performance of BSED English Students

This study examined the influence of language anxiety on the English-speaking performance of Bachelor of Secondary Education major in English (BSED-English) students at Colegio de San Antonio de Padua. In the context of increasing global communication demands, English proficiency and speaking confidence are essential for future educators. The study aimed to determine the students’ level of perceived language anxiety in terms of fear, shyness, discomfort, and communication apprehension, as well as their level of speaking performance in terms of speaking ability, comprehension, fluency, and coherence. A quantitative descriptive-correlational research design was employed to identify whether a significant relationship exists between language anxiety and speaking performance. Data were gathered from BSED-English students using an adapted Foreign Language Classroom Anxiety Scale (FLCAS) and a researcher-developed speaking performance rubric, both of which underwent validation and reliability testing. The statistical tools used for data analysis were the weighted mean and Pearson Product-Moment Correlation Coefficient (r). The findings revealed that the respondents exhibited a high level of language anxiety, particularly in communication apprehension and shyness, while demonstrating a competent level of English-speaking performance. Furthermore, the results indicated a negligible negative relationship between language anxiety and speaking performance, which was not statistically significant. This suggests that language anxiety does not directly affect students’ speaking performance in this context. However, the findings implied that other factors such as coping strategies, motivation, and instructional support may influence speaking outcomes. It is therefore recommended that educational institutions implement intervention programs and supportive classroom strategies to help reduce anxiety and enhance students’ speaking competence.