Abstract
The purpose of the study was to determine the impact of communication skills and vocabulary learning strategies in to the language anxiety of Bachelor of Secondary Education (BSED) students in a local college in Davao del Norte. The study is quantitative research that utilizes a descriptive-correlational approach and regression analysis. A sample of 266 randomly selected Bachelor of Secondary Education (BSED) students who were identified using stratified random sampling answered the surveys on the three variables. Results showed that the level of communication skills and vocabulary learning strategies were both high in level, while the level of language anxiety was moderate. Results also revealed that there was a significant relationship between communication skills and language anxiety. Likewise, there was also a significant relationship between vocabulary learning strategies and language anxiety of the students. Moreover, results show that all domains of communication skills such as competence, discouragement, body language, and dignification can significantly influence communication skills. Finally, it was revealed that domains of vocabulary learning strategies such as metacognitive strategy, determination strategy, and social strategy can significantly predict language anxiety of the respondents. Results implied that the variables were significant in predicting the language anxiety of Bachelor of Secondary Education (BSED) students. It implies that teachers should provide a supportive environment where students can share resources, ask questions, and discuss language learning challenges can foster collaboration and reduce anxiety. They should also examine the different learning styles of the learners to help them enhance their language learning. Teachers should provide accessible resources and support mechanisms to help students enhance their communication skills and vocabulary learning strategies while effectively managing language anxiety.
