Abstract
The study aimed to investigate the social support and its contribution to the language anxiety of English major students in the teacher education program at Kapalong College of Agriculture Sciences and Technology. The researcher utilized a mixed-method design using the convergent parallel approach. Participants were English major students across all year levels at the college institution, with 185 students randomly selected for the quantitative phase and approximately 10 students purposively selected for the qualitative phase: 5 for in-depth interviews and 5 for focused group discussions. The results indicated that both the level of social support and language anxiety were high; the findings were rejected, which reveals that there is significant relationship between them. Further, the findings from both the quantitative and qualitative phases largely converged however, there was one divergent indicator. The study confirmed that social support significantly impacts the management of language anxiety among English major students, fostering confidence and reducing stress in communication. It is recommended that language learners actively seek support from adults, even though this aspect showed the lowest mean in the results, as it can provide reassurance and guidance in overcoming anxiety. Furthermore, to strengthen emotional resilience, students should engage in supportive interactions within their academic and social circles, creating a more encouraging environment that helps alleviate apprehension and promotes ease in expressing themselves in various situations.
