Authors : Iveh Myl J. Bungay; Thea Larize C. Dacoco; Ma. Jenelyn H. Pecaso; Annie V. Olis; Althea Anne G. Cabrera; Paul Andrei P. Borjal; Claribel T. Compra; Edralyn S. Barce; Mario Dela Cruz; Christian Dave S. Dela Vega; Xenia S. Baesa-Alfelor

Volume/Issue : Volume 11 - 2026, Issue 3 - March

Google Scholar : https://tinyurl.com/5e2zkxmw

Scribd : https://tinyurl.com/48h89f8d

DOI : https://doi.org/10.38124/ijisrt/26mar271

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : English Language Anxiety (ELA) has become a critical issue affecting the academic and social performance of students learning English, particularly those majoring in the subject. This study focuses on college students at Shepherdville College, Tigaon, Camarines Sur, aiming to explore the primary and secondary factors that contribute to ELA, and how it manifests in students’ experiences, and the ways it impacts their participation and performance in academic settings. While previous studies have shown that ELA negatively influences communication and confidence, this research investigates how these effects are uniquely experienced by English majors within a local Philippine context. The study addresses the gap in localized research on ELA and provides insights specific to the environment and challenges faced by these learners. The research aims to identify the major causes and effects of ELA and to understand the coping strategies that students used to manage their anxiety. A qualitative survey method was employed using a checklist-type questionnaire, administered face-to-face to 20–30 purposively selected English majors who self-reported experiencing anxiety in English language tasks. The survey explored multiple dimensions of language learning, including anxiety during speaking and writing, fear of negative evaluation, lack of self-confidence, and the influence of peer pressure. Results showed that speaking was the most anxiety-inducing skill, followed by writing, both significantly affecting classroom participation, performance, and students' willingness to engage in social and academic conversation in English. Despite these challenges, the study revealed that students use various coping mechanisms such as private practice, self-regulation techniques, peer support, and positive self-talk to reduce anxiety and build confidence. The findings highlight the importance of fostering a supportive and inclusive learning environment that encourages risk-taking and reduces fear of judgment. This research offers insights for educators and academic institutions to improve their instructional strategies and provide targeted interventions to help students overcome language anxiety, ultimately supporting their academic success and personal growth.

Keywords : English Language Society (ELA), Coping Mechanism.

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