Language Anxiety and Selected Learner Variables, and Anxiety-Reducing Strategies of Speech Communication Students

Abstract

The study attempted to look into the relationship between language anxiety and specific learner factors and identified the coping strategies used by university students enrolled in speech communication classes. Chi-square test results showed that the level of anxiety of the learners had no significant relationship with gender but had significant relationships with their (a) self-reported competence using English as a whole and for oral communication, (b) instances of English use outside class, and (c) use of English at home. Lastly, coping strategies which fall under the cognitive and self-encouragement categories are always effective for learners with a low level of anxiety and most effective for the highly anxious ones, while physical relaxation techniques are most effective, regardless of the learners’ anxiety level. Faith-based strategies such as praying, asking for divine guidance, or being inspired by one’s religion are considered to be always effective strategies to cope with anxiety in the classroom. Based on the analysis of data results, recommendations for the learners, teachers, and curriculum developers were also given.