Second language anxieties among college freshmen in university

Thesis (Bachelor of Secondary Education major in English) -- University of Rizal System-Morong.

EXECUTIVE SUMMARY: The purpose of this study is to determine the extent of second language learning anxieties among college freshmen in University of Rizal System (URS) during the academic year 2014-2015 and to explore whether there is a relationship between their level of performance in English 1 (Study and Thinking Skills) and to the language anxiety factors-communication anxiety, test anxiety, and fear of negative evaluation. It also aims to propose a functional and practical program to help the college freshmen cope with language anxiety. The subject of the study were the college freshmen enrolled in the second semester in University of Rizal System academic year 2014-2015 taking teacher education courses from different campuses namely Angono, Antipolo, Cainta, Morong, Pillila, Tanay and Taytay. There were 304 respondents which were chosen using systematic random sampling. Descriptive method of research utilizing questionnaire-checklist and documentary analysis were used in gathering information. The questionnaire-checklist was adapted from the English Learning Anxiety Survey (ELAS) developed by Mei-Ling Lee. Mean was used to determine the level of performance of college freshmen as revealed by their grades in English 1 (Study and Thinking Skills) and the extent of language anxiety of the students. And to determine the significant relationship between their level of performance in English 1 and their language anxieties, Person R was employed. Based on the findings and conclusions drawn, majority of the students in University of Rizal System taking teacher education courses have good performance in English 1. Moreover, the average mean result on the extent of language anxiety showed that college freshmen have no anxiety in communicating to others and they are not afraid of being evaluated by their classmates and teachers in using the second language. However, college freshmen agreed that they have anxiety when taking written or oral tests. It was also revealed that there is no significant relationship among the level of performance and the test anxiety, fear of negative evaluation and there is significant relationship with respect to communication anxiety. From the study conducted, the following are recommended; the students should have more exposure to the English language environment; the teachers should use various strategies and techniques in teaching the language; a parallel study may be conducted considering other variables; and immediate implementation of the proposed English remediation program that aims to help the students to perform excellent in their English class is encouraged.