Speaking Anxiety Levels, Contributing Factors, and Their Effects on the English Academic Performance of Grade-10 Students of Saint Mary's University Junior High School

In today’s interconnected world, effective speaking skills are essential for academic success and personal development, especially in English as a global lingua franca. However, many students experience speaking anxiety, which can hinder their ability to communicate confidently in academic settings. This study investigates the levels of speaking anxiety, contributing factors, and their effects on the English academic performance of Grade-10 students at Saint Mary’s University Junior High School. Utilizing a mixed-methods descriptive-comparative design, data were collected through adapted questionnaires, the Personal Report of Public Speaking Anxiety (PRPSA) and the Public Speaking Classroom Anxiety Scale (PSCAS), from a quota sample of 80 students. The results reveal a high level of speaking anxiety among respondents, particularly during oral presentations and recitations, triggered mainly by fear of negative evaluation, test anxiety, communication apprehension, and challenges in comfortable speaking English. No significant differences in anxiety were found based on students’ sex or English grades, indicating that speaking anxiety is a broadly experienced issue regardless of demographic factors. Coping strategies frequently employed include thorough practice and preparation, relaxation techniques, and positive self-talk. The findings underscore the need for educators to create supportive learning environments and implement targeted strategies to help students manage speaking anxiety, thereby enhancing their oral communication skills and academic outcomes. The study recommends further research into additional factors affecting speaking anxiety and developing comprehensive anxiety mitigation programs within the curriculum.