English Language Learning Anxiety in Classroom Communication Among Junior High School Students at Notre Dame of Jolo for Girls

Alkap Asanji; Raugda Julhamid

doi:10.62596/wyjqb766

Authors

Alkap P. Asanji School of Graduate Studies, Sulu State College, Jolo 7400, Philippines Author
Raugda J. Julhamid School of Graduate Studies, Sulu State College, Jolo 7400, Philippines Author

DOI:

https://doi.org/10.62596/wyjqb766

Keywords:

English Language Learning Anxiety, Classroom Communication, Speaking Anxiety, Writing Anxiety, Listening Anxiety, Junior High School Students

Abstract

This study examined the English language learning anxiety in classroom communication among junior high school students at Notre Dame of Jolo for Girls. A descriptive quantitative research design was employed, involving 100 junior high school students selected through stratified random sampling during the School Year 2025–2026. The study assessed learners’ level of English language learning anxiety in terms of speaking, writing, and listening, as well as differences when grouped according to age, parents’ educational attainment, parents’ monthly income, and grade level. It also examined the correlation among the subcategories of English language learning anxiety. Results showed that the majority of the respondents were aged 15 years old and below and were fairly distributed across Grade 7 to Grade 10. Most learners had parents who were college level or graduates and belonged to families with relatively higher income levels. Findings revealed that learners demonstrated a neutral level of English language learning anxiety in speaking, writing, and listening, indicating a moderate level of anxiety in classroom communication. Statistical analyses indicated no significant differences when grouped according to age, parents’ educational attainment, parents’ monthly income, and grade level. Correlation analysis revealed significant high positive co-relationships among speaking, writing, and listening anxiety. Based on the findings, it is recommended that school administrators strengthen supportive language programs, teachers adopt anxiety-sensitive instructional strategies, parents provide encouragement at home, students develop confidence through active participation, and future researchers explore additional variables related to language learning anxiety.

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