Language Anxiety and Motivation on Grade 9 English Learning

	International Journal of Science and Management Studies (IJSMS) © 2022 by IJSMS Journal Volume-5 Issue-5 Year of Publication : 2022 Authors : Judelyn A. Orillo, Pamela C. Pabualan, Gill A. Reponte, Mildred S. Zoilo DOI: 10.51386/25815946/ijsms-v5i5p110
Citation: MLA Style: Judelyn A. Orillo, Pamela C. Pabualan, Gill A. Reponte, Mildred S. Zoilo "Language Anxiety and Motivation on Grade 9 English Learning" International Journal of Science and Management Studies (IJSMS) V5.I5 (2022): 82-94. APA Style: Judelyn A. Orillo, Pamela C. Pabualan, Gill A. Reponte, Mildred S. Zoilo , Language Anxiety and Motivation on Grade 9 English Learning, International Journal of Science and Management Studies (IJSMS), v5(i5), 82-94.
Abstract: The goal of this study was to shed light on the extent of language anxiety experienced by Grade 9 students in an English class. Additionally, it investigated the substantial correlation between anxiety and a gender variable that might hat might have an impact on whether someone learns English successfully or not. A two-part questionnaire that included Park's (2014) modified version of the 33-item Foreign Language Anxiety Scale (FLCAS) was used to collect the data from 40 Grade 9 students. The findings indicated that respondents' levels of language anxiety were neutral. Additionally, a strong correlation between English language anxiety and the respondents' gender was discovered. The desire of language learners to continue their efforts in learning the language is regarded to be positively influenced by a neutral level of anxiety. In addition, the study further explored the students’ motivations and feelings in learning English. A thorough content analysis was conducted to examine the students’ responses on the free-response questionnaire. Student responses regarding how they felt in English class and the reasons behind those feelings offer insightful information about the "unobservable" aspect of classroom interaction. Lastly, the findings' educational implications are presented in conclusion.
Keywords: Lastly, the findings' educational implications are presented in conclusion.
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