Language Learning Styles, Teacher Feedback, and Public Speaking Anxiety of Senior High School Students

Public speaking anxiety (PSA) is a prevalent concern among senior high school students and may be influenced by individual learning preferences and the nature of teacher feedback. This study examined the relationship between language learning styles, teacher feedback, and public speaking anxiety among Grade 11 HUMSS students at a private university in Cagayan de Oro City in the school year 2024-2025. Using a predictive–correlational design, data were collected from randomly selected students through survey questionnaires. Descriptive statistics, Pearson correlation, and multiple regression analysis were employed to analyze the data. Results revealed that auditory and visual learning styles were the most preferred among students, while teacher feedback was consistently rated high across formative, summative, and reflective dimensions. Despite this, students reported a high level of public speaking anxiety. Significant relationships were found between public speaking anxiety, language learning styles, and teacher feedback, with the visual learning style emerging as the strongest predictor of anxiety. These findings suggest that mismatches between instructional approaches and students’ preferred learning styles may heighten anxiety during oral communication tasks. The study highlights the importance of implementing differentiated and multimodal instructional strategies to support learners better and reduce public speaking anxiety among senior high school students.