Exploring the Relationship Between English Language Anxiety and Students’ Grammatical Competence
DOI:
https://doi.org/10.53103/cjess.v3i4.149Keywords:
English Language Anxiety, Grammatical CompetenceAbstract
The exact strategy of this research is to find out the level of English language anxiety, the students' grammatical competence and the relationship between the two aforementioned variables. The respondents were the 33 2nd Year Bachelor of Secondary Education – Major in English students of Saint Columban College for the Academic Year 2022-2023. A quantitative research was used to determine the relationship between English language anxiety and students’ grammatical competence. The researchers conducted a survey of the respondents using a survey type questionnaire and rated using the Foreign Language Classroom Anxiety Scale (FLCAS) scale for their perceived view on their level of English language anxiety. Additionally, an English comprehensive exam was administered to measure the students’ grammatical competence. The results revealed that the level of English language anxiety was deemed to be high based on the data gathered. Moreover, the students’ level of grammatical competence was overall deemed to be low based on the scores gathered from the English comprehensive examination. However, Pearson - product Coefficient of Correlation results revealed that there is no significant relationship between English language anxiety and the students' grammatical competence based on the yielded P - value of p – value = 0.405 which is more than the level of significance =0.05. Thus, the regular implementation of certain developmental strategies and methods by both the English instructors and the students was suggested to ensure continuous progress in reducing anxiety and improving grammatical competence.
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Copyright (c) 2023 John Reyna, Hezel Cabal, Gemberly Resentes, Rogelie Mejorada, Franz Erika Arcamo, Genesis B Naparan, Mario F Alayon
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