Language Anxiety among the Online Learners: A Sample from the Kalinga State University Laboratory High School

Abstract

Identifying and addressing factors that can hinder learners from achieving ultimate language acquisition access is vital for educators, especially during this online platform. This study utilized the mixed methods design to examine the levels of language anxiety among the online learners and to solicit their thoughts on online learning platform. It focused on the experiences of the Junior High of Kalinga State University Laboratory High School who experienced online learning rather than modular learning. The 33-item Foreign Language Anxiety Scale (FLCAS) adapted from Park (2014) was utilized as a questionnaire administered online through a google form. Results revealed that the most prevalent language anxiety experienced by the respondents is fear of negative evaluation. Both males and females have a very high level of language anxiety. Moreover, it was found out that there is a significant relationship between sex, year level and the language anxiety among the respondents. The students also shared that they become independent learners because of online learning. They also highlighted that teachers' feedback in their outputs can guide and help them to be on the right track. These suggest a need to improve the learning environment and the pedagogical approaches being employed by teachers in the online context