English Speaking Anxiety and English-Speaking Confidence of Undergraduate

Students at City College of San Fernando, Pampanga: A Correlational Study

In Partial Fulfillment of the Requirements

for the Degree of

Bachelor of Arts in English

Ching, Hannah Rae C.

Kai, Mary Glenn R.

Garcia, Maruve Homer II C.

Salunoy, Genie R.

August 29, 2022

 Chapter I

INTRODUCTION

The Problem and Its Background

Since the dawn of time, humanity has had a basic need for communication.

Throughout history, people have met this need in various ways, but speaking has always

been the most straightforward and robust (Hussain, 2021). On the other hand, Anxiety is a

psychological condition in which people with this feeling tend to feel frightened, fearful,

worried, and full of tension and apprehension. This feeling generally appears when people

face a situation that is perceived as full of tension and threat. The Tendency of people with

this feeling primarily responds to it with a negative perception of themselves. They

perceived that they did not have any much better idea to end the situation. (Hartini, 2017).

Speaking English, however, seems to be a significant issue for many learners, and

nearly everyone globally is still struggling with English-Speaking anxiety (Hussain, 2021).

Investigations prove that students worldwide encounter English speaking anxiety, which is

why the expanding patterns in figuring out how to communicate in this language have

unearthed several other components of anxiety among students. Second Language learners

can experience anxiety, according to Horwitz (2017), “because of distress at their inability

to be themselves and to communicate authentically with other people due to the

limitations of the new language.” Therefore, anxiety is one of the most significant obstacles

to second language communicative competence (Ashraf, 2019).

 Furthermore, according to Longman online dictionary, the meaning of Confidence is

the belief that one's has the ability to do things well or deal with situations successfully.

Confidence is fundamental to communication and an essential catalyst to the whole process

and enjoyment at every step. As human beings, it transcends and includes the way we

communicate, perceive others, and are perceived by them. Moreover, Confidence is the

most tangible expression of who we are. It defines how we express ourselves, how we

perform at work, how we interact with people, and the vigor with which we pursue our

goals and dreams. Hence, people tend to forget that Confidence can only be gained by

speaking up and making errors (Justin, 2012). As Shunryu Suzuki says, "We should find

perfect existence through imperfect existence. We should find perfection in imperfection."

(Suzuki, 2021)

With the population of 81 million, Philippines is well-known for its large English-

speaking population; in fact, it is the third largest English-speaking country in the world

(Bolton and Bautista, 2008). Moreover, English has always been one of the official

languages of the Philippines and is spoken by more than 14 million Filipinos. It is the

language of commerce and law and the primary medium of instruction in education

(Cabigon 2015). Despite of being recognized globally as one of the largest English-speaking

nations, with most of its population having at least some fluency in the language. There are

still some rural areas in the Philippines who are having difficulty in speaking English

fluently. Martin (2019) examined the English-speaking anxiety of Physical Education major

students at Angeles University Foundation in Pampanga and the results of the study

revealed that the speaking anxiety of the participants is moderately high. Seventeen

Physical Education major students participated in the study completing the second
language speaking anxiety scale (SLSAS), English speaking stressor and coping technique

ranking scale, and underwent interview. The results presented the English-speaking

anxiety of the students. Also, evidence for common speaking stressors and coping

strategies emerged. Thus, this suggests a review of the current structure and content of

courses provided in the Teacher Education programs as regards the English-speaking

competency of Physical Education majors. This is to ensure that the teacher education

programs provided would be able to produce quality physical educators who are able to

meet the demands of classroom teaching and learning in the 21st century. (Martin, 2019)

According to Jaya, H., et.al. (2022), Lack of general knowledge, a lack of speaking

practice, fear of making a mistake, a lack of reading practice, shyness, a lack of use of

dictionaries, anxiousness, fear of criticism, and difficulty pronouncing words are the

elements that contribute to speaking issues. Speaking skills are essential for students to

communicate effectively through spoken language. Students' inability to speak English can

cause difficulties in expressing their ideas, even in simple conversations.

The purpose of this study is to determine the correlation between English-

speaking anxiety and English-speaking confidence of undergraduate students, as there are

no current studies in this particular area in San Fernando, Pampanga, specifically with

undergraduate students on their speaking anxiety in English. In most classes at City College

of San Fernando, Pampanga (CCSFP), English is used as the medium of instruction.

Researchers have noticed, however, difficulties and a lack of confidence in speaking

English. Some students convey their thoughts with reluctance and shyness and avoid oral

activities and public conversations. Thus, the researchers felt compelled to investigate the
relationship between undergraduate students' English-speaking anxiety and English-

speaking confidence. Therefore, the results of the study will be pertinent to how well

students can communicate orally, enabling them to become successful communicators. The

study’s results will also give teachers a framework for changing to more productive

teaching methods to reduce student English speaking anxiety. It also aims to define best

practices and make recommendations for the students, school, and teachers.

Statement of the Problem

This study had contemplated over multiple question sets that could serve as

guidance for answering the questions over the research:

1. What level of English-speaking anxiety that the undergraduate students

experience.

2. What level of English-speaking confidence that the undergraduate students

experience.

3. Is there a significant relationship between the English-speaking anxiety and

their English-speaking confidence level of undergraduate students in City

College of San Fernando, Pampanga?

4. Based on the results of the study what can be the action to improve the

English-speaking proficiency of the undergraduate students.

Objectives of the Study

1. To measure the level of English-speaking anxiety that the undergraduate

Students’ experience.
 2. To describe the level of English-speaking confidence of undergraduate

students.

3. To identify the significant relationship between the English-speaking anxiety

of college students and their English-speaking confidence.

4. Based on the results of the study what can be the action to improve the

English-speaking proficiency of the undergraduate students.

Theoretical Framework

This study depicts two variables: English Speaking Anxiety and English-Speaking

Confidence. In relation to this, two theories are used in sufficing the paper’s objectives:

A. Theory of Foreign language anxiety

This study is theoretically anchored on Horwitz, Horwitz, and Cope's theory of

foreign language anxiety which Horwitz et.al (1986, p. 125) states that speaking anxiety

refers to the subjective feeling of tension, apprehension, and worry adjoined with

autonomic nervous system. Students who are overly concerned about their speaking may

become. Furthermore, Horwitz, et.al (1986, p. 127) studied three types of speaking anxiety

which are communication apprehension (the fear of communicating with other people),

fear of negative evaluation (worry about how others view the speaker), and test anxiety

(fear of exams, quizzes, and other assignments used to evaluate students’ performance).

This theory is relevant for this study because it is a suitable lens through which the

researchers can explicate the reasons for English speaking anxiety of the Undergraduates
students. Using this theory, the researchers can focus on investigating undergraduate

students' English-speaking anxiety and English-speaking confidence and how they relate to

each other.

B. Self-Efficacy Theory

Albert Bandura (1977) states that self-efficacy (self-confidence) is a significant

determinant of behavior only when people have sufficient incentives to act on their self-

perception of confidence and possess the requisite skills. He predicts that self-confidence

beliefs will exceed actual performance when there is little incentive to perform the activity

or when physical or social constraints are imposed on performance. An individual may

have the necessary skill and firm self-confidence beliefs but no incentive to perform.

Discrepancies will also occur, according to Bandura, when tasks or circumstances are

ambiguous or when one has little information on which to base confidence judgments.

Some individuals may interpret increases in their physiological arousal as a fear that they

cannot perform a skill successfully. Thus, it is believed that if the arousal of these

individuals can be reduced through such techniques as relaxation and biofeedback, fears

will decrease, and self-confidence will increase. However, as Bandura (1988) argued, it is

one has perceived coping confidence that plays a central role in controlling fear arousal:

people with low perceived coping confidence tend to focus on the danger and fear cues;

those with high levels of coping confidence concentrate on the task at hand (Keinan, 1988).

This theory, on the other hand, is relevant to the study because it helped the researchers

discover the impacts of the presence and absence of English-speaking confidence on

undergraduate students; and how it affects their speaking skills.

Conceptual Framework

English Speaking English Speaking

Anxiety Confidence

Recommendations

Figure 1. Conceptual Model of the Study

Figure 1 presents the conceptual model which is used in assessing the correlation between

English Speaking Anxiety and English-Speaking Confidence.

There are two variables in the study. They are the English-Speaking Anxiety of

Undergraduate students which serve as the independent variable and the English-Speaking

Confidence of Undergraduate students as the dependent variable. The study determines

the relationship between the English-Speaking Anxiety of Undergraduate students and

their English-Speaking Confidence.

Scope and Delimitation of the Study

The purpose of this study is to measure the level of speaking anxiety and speaking

confidence of the undergraduate students at City College of San Fernando, Pampanga. The

study will be held at their respective rooms at City College of San Fernando Pampanga from

October 19, 2022 – October 21, 2022. The participants will be limited to three hundred

(300) undergraduate students in City College of San Fernando, Pampanga, who have been

experienced the speaking anxiety and speaking confidence in English. The age of the

respondents will range from 18 to 25. The four institutions consist of 56 students from

Education, 31 students from Information Technology, 180 students from Business

Administration, and 33 students from Accounting Information System. The females and

males are randomly selected. Each of these students filled out and answered

questionnaires via an online google form.

Hypothesis of the Study

Alternative Hypothesis: There is a significant relationship between English

speaking anxiety and English-speaking confidence of undergraduate students.

Null Hypothesis: There is no significant relationship between English speaking

anxiety and English-speaking confidence of undergraduate students.

Significance of the Study

The findings of the study may provide information beneficial to the following

individuals:
 Undergraduate Students of City College of San Fernando, Pampanga. They are

the beneficiaries in this study. The learning objects and direct beneficiaries of the study’s

benefits. They’d be more conscious of their passions and certain of what they want to

accomplish in the near future.

Teachers at City College of San Fernando, Pampanga. They are also the

beneficiaries in this study. It could assist teachers in guiding students on how to cope with

the Dilemma in English Communication, which could have an impact on their interpersonal

relationships and social skills. The information gathered indicates that teachers may be

able to make suitable recommendations about the students’ ability based on the

information gathered. They also become one of the most significant components in

achieving a student’s vision and goals.

School Administration of City College of San Fernando, Pampanga. This study

will serve as a reading guide for them to use in collaboration with teachers to help students

understand the English-speaking anxiety and English-speaking confidence. They can also

assist students improve their social skills.

CHED. This study would provide them with important information to monitor the

students' English-speaking anxiety that could enhance the English-speaking confidence of

the students. This study also provides valuable insights that could help them plan better

ways to improve the English-speaking skills of the students so that they would become

knowledgeable and highly competitive in the future.

 Researchers. The researcher can also gain significance in this study. They would

improve their skill, strategy, and knowledge in engaging research.

Future Researchers. This study could be used to guide them in gathering

information and as a building block for a larger study.

Definition of Terms

Speaking English– The students, teachers and other school members use this to

express thoughts, opinions, or feelings orally in English.

English Language – In this study, it is identified as one of the official languages of

the Philippines and is spoken by more than 14 million Filipinos. Additionally, it is a

language of commerce and law and the primary medium of instruction in education

in the Philippines.

Anxiety - A psychological condition in which people with this feeling tend to feel

frightened, fearful, worried, and full of tension and apprehension.

Speaking Anxiety – In this study, it is identified as an emotion characterized by

distress at their inability to be themselves and to communicate authentically with

other people due to the limitations of the new language.

Confidence – It is a belief that one's has the ability to do things well or deal with

situations successfully.

Speaking Confidence – In this study, it is identified as a state of being a confident

communicator by being comfortable and at ease, whether in a one-on-one

 conversation, a discussion in front of their classmates, or in a large presentation

setting.

Proficiency – It is the fact of having the skill and experience in speaking in English.

Dilemma – In this study, it is identified as a feeling of contemplating whether to

speak in English or not.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Amid the pandemic caused by COVID 19, students are confined to the modern way

of learning. Nowadays students only pass what their instructor tells them, they only comply

with the activities needed without understanding the lesson. They pass activities just to

pass the school year. Almost all of us have learned nothing because of the simultaneous

activities. Many young people have experienced stress, anxiety, and crying every night or

breakdown because of the many activities that are accompanied by the work/

responsibilities at home and at online class/modules.

Dilemma in English Communication in the Philippines

In Chua Separa et al., (2020) study about “Situational Speaking Difficulties of English

as Second Language Learners in the Philippines”, The Philippine educational system

requires English as a medium of instruction at all levels beginning in Grade One. This policy

aims to promote learners' proficiency in using the English language although out the years
of schooling. It is expected from every student to learn the language and be able to use it in

all other subjects in school, except in the subjects taught using the mother tongue.

Hence, fear originates from insecurity with the perceived English competencies of

other people. However, even without the impression of others' competencies, ESL learners

still experience difficulty. This time, being with a crowd unfamiliar to a learner affects their

composure in speaking. This dilemma of nervousness in front of people is also evident in

the non-verbal cues of a learner. When one has a mindset that public speaking, even to a

familiar crowd, is undesirable, learners tend to develop this habit of not initiating the

necessary physical moves in speaking.

As this mindset continues to cultivate the perception of Filipinos toward the

language, people tend to feel inferior when encountering situations requiring them to

speak in English. ESL learners become overly conscious of the sounds they produce, the

appropriateness of vocabulary, the correctness of grammar, the perception of others, and

even the mere presence of native speakers in conversations. All of these, and possibly a lot

more, encapsulate the uncertainties Filipinos may experience when engaging with

communicative tasks requiring English. Conversely, the sense of self-doubt and negative

impressions from others predisposes a person to question one's linguistic skills and is

often treated as a problematic situation to communicate with others.

Speaking Anxiety

In Shahabani, (2020) study about “Functions of Speaking In English Language &

Speaking Anxiety, Plato” once said, “a wise man speaks because he has something to say; a
fool speaks because he has to say something!” Often the ability to speak (or not) is used to

gauge a person’s language proficiency. Speaking is one of the four language skills, which

includes listening, reading, and writing. However, of all the four skills, the first skill

portrayed is a person’s speaking skills. Future employers often use a person’s speaking

skills (or lack thereof) to evaluate the oral communication abilities of their employees. This

is because speaking has many different functions, and failure to understand the varying

functions may lead to anxiety among the speakers.

According to Raja, 2013, p. 154 as cited in Siddique, H., Raja, F., & Hussain, Q., 2020

“Communication has become one of the markers of social solidarity; social ranking and

professional capabilities and most of the language components are learned through this

medium.” Speaking can be defined as a medium of conveying information and expressing

one’s thoughts and feelings in spoken language. Speaking anxiety is the feeling of

nervousness when one has to speak in front of a group, teacher, or public. Speaking anxiety

is normal, and when it comes specifically to the students, it occurs mainly while giving

presentations, class speeches, or even answering the teacher without being negatively

evaluated by their peers. (Siddique, H., Raja, F., & Hussain, Q., 2020)

Hence, anxiety might be considered a fear (phobia), alarm, or fretfulness;

nonetheless, neither the sufferer nor the general people around could see any obvious

reasons behind anxiety prompting emotional and physical changes. Language anxiety is

one of the signs of general uneasiness (Asif, 2017 as cited in Abbasi et al., 2019). Several

factors are believed to influence students' speaking anxiety. Fear of making errors, fear of

negative evaluation, paranoia about speaking to others, and unexpected questions were
also considered to be the key causes of the students' speaking anxiety (Ibrahim & Hamad,

2021, as cited in Batubara et al., 2022).

English Speaking Anxiety

Most countries in the world have adopted English Medium instruction in

universities. The increasing global trend of the English language as the medium of

instruction has made researchers focus on students' adjustment and performance in

English medium instructional contexts. One key issue highlighted in English medium

instruction is English speaking anxiety. The literature has pointed out that students'

English language anxiety depends on their personal and interpersonal worries and the

context of learning. (Ali et al., 2021) English has a vital role in accessing information,

following technological developments, and meeting the needs of our age. Accordingly,

learners' awareness of learning English has increased. The global importance of English is

closely related to language teaching. Unsurprisingly, traditional teaching approaches have

lost popularity in recent worldwide developments, and the importance and necessity of

communication skills have been appreciated. (Sadoughvanini and Shamsudin, 2013 as cited

in Baykara, & Aksu Ataç, 2020)

In addition, speaking ability is essential for learners to interact efficiently in verbal

expression. Students' inability to communicate in a foreign language makes it extremely

difficult to express themselves even in daily communication. Furthermore, one of the

primary goals of a language acquisition strategy is to increase speaking abilities and

combine spoken and written language. It is challenging for EFL learners to become fluent in

speaking because it is affected by various factors, including effective factors. (Husain, 2022)
Anxiety appears to be the major element that has a crippling impact on students' oral

performance among the many affective factors that affect foreign language learning

(Hanifa, 2018 as cited in Batubara et al., 2022). Basically, someone who has high anxiety

will feel nervous and be on the wrong level.

Emotions expressed by the person can cause communication difficulties. When an

individual is safe and happy, they are more comfortable speaking. These are the most

important indicators of how to deal with an individual who has difficulty speaking. It is

important to define strategies for students to overcome speaking difficulties so they can

speak English more proficiently (Winstanley et al., 2018) as cited in (Muhammadiyah

Palembang Indawan Syahri, 2021). Apart from that, an absence of social and confidence is

another issue that hinders the students' speaking ability. Shyness, passivity, worry, anxiety,

and depression are some emotional responses that can influence their English speaking. If

students do not believe in self-communication, it becomes a major challenge. Previous

researchers, such as Al Nakhalah (2016), Ali (2017), and (Hadi et al., 2020) as cited in

(Muhammadiyah Palembang Indawan Syahri, 2021), affirmatively investigated issues in

students' English-speaking anxiety. Most research findings show that students have

problems with a bunch of vocabulary on their faces but find it hard to say them.

Furthermore, some students have been found that lack confidence or that experience

nervousness, worry, and anxiety.

English Speaking Anxiety Among College Students

Giray et al., 2022 states that most Filipinos spend their time learning English in

schools, given the government's mandate. Hence, English is used as a medium of

instruction in many higher education institutions in the Philippines. Despite its prevalence,

many Filipinos, including college students, are still anxious when utilizing it in

communication.

According to Gumartifa and Syahri (2021), learning English is very important for

each category level of education. Since English is an international language, teachers and

students keep trying to find the best or most appropriate way to learn English. Students'

English proficiency is measured by their ability to speak the language. Students who speak

well and rely on proper English pronunciation, intonation, and expression are said to have

good English practice.

However, the lack of language skills, especially in vocabulary, grammar, diction, and

pronunciation, hinders college students from learning and using English. Moreover, college

students seem to be more anxious about how others perceive them and how awful it may

become when their lack of knowledge and low confidence come up when using the English

language. Negative influences, such as the fear of being insulted by others while using the

English language, are visible among college students. Meanwhile, self-degradation can be

the result of that frequent judgment. Many college students also decline to learn English

because they fear being criticized by others, making them more nervous about how they

use the language, especially in a formal environment. As a consequence, and the saddening

part, college students tend to withdraw from tasks and activities that use the English

language. For instance, they sit far from the professor to avoid being called for recitation or

refraining from voluntarily participating. The reason behind that is that they do not want to

make mistakes. They think that their colleagues and professors will tease them based on
their previous experiences. College students find humiliation painful and nightmarish. They

feel bad about themselves, so they cannot do their best. Additionally, when college students

seldom or do not participate in class, their academic achievement is negatively influenced.

Some of them even get failing grades. This, in turn, may cause general disinterest and

demotivation. (Giray et al., 2022)

English Anxiety among Filipinos

Jugo, 2020 states that while Philippines official national language is Filipino, English

is considered the second language of the Philippines. English is also the nonexclusive

language of science and technology, which aims for the competence of learners in both

Filipino and English at the national level. Teaching English as the medium of instruction is a

crucial component of the Philippine school system. The proliferation of its usage is so

extensive that it is ingrained in almost every aspect of communication. In fact, one of the

country's identified strengths, which helped drive its economy and made the country the

top provider of voice outsourcing, is the English proficiency of Filipinos.

Lucas, Miraflores, and Go (2011), cited in (Gabonada Gatcho & Hajan, 2019), studied

language learning anxiety in the context of the Philippines. However, the sample used was

foreign language learners studying in the Philippines. The results, therefore, failed to

provide practical insights into Filipino college students' English language learning anxiety,

especially in the Metropolitan area. A study by Berowa in 2018 could also serve as a good

reference as far as English anxiety among Filipino language learners is concerned.

However, the data were drawn merely from the South, which makes the study inconclusive

in its findings. Furthermore, a similar study by Macayanan, Quinto, Otsuka, and Cueto
(2018) regarding the influence of language learning anxiety on L2 speaking and writing

among Filipino students could not be generalizable since only engineering students were

part of the sample. Hence, a study examining English anxiety and language learning from

settings other than those studied is necessary.

However, although the Philippines is still one of the preferred countries for foreign

learners of English due to the affordability and quality of its English as Second Language

Programs, teachers and learners are worrying about decreasing English competence. The

English proficiency of the Filipino workforce has declined, which might be attributed to

Filipino graduates having only English proficiency at the primary working proficiency level.

(Jugo, 2020)

English Speaking Anxiety in Rural Area in the Philippines

In the Philippines, English is valued as a second important language. Although

English has been integrated as the medium of instruction in the Philippine educational

system, speaking in English is still considered the most anxiety-provoking activity in class

(Atas, 2015 as cited in Pabro-Maquidato, I. M., 2021). Using the L2 in their speaking most

likely induces anxiety or undesirable feelings (Salim et al., 2017 as cited in Pabro-

Maquidato, I. M., 2021).

As eloquently studied by Barrot (2018) as cited in Giray et al., 2022, the presence of

English has been additionally expanded by globalization as it forces the Philippine

government and the corporate area to receive English as a language of exchange. Thus, the

public authority embraced strategies to guarantee that Filipino students create adequate
capacity for the English language. Hence, the Philippine government implemented

Executive Order 210, which mandates strengthening the use of the English language as a

medium of instruction in the educational system. However, in this process of involving the

English language from childhood up until now, there are instances that a student is having

a hard time learning and using the English language.

Jugo (2020) published a report on language anxiety among 242 learners in a

Philippine learning institution. She found that behaviors such as speaking, error correction,

and communication with English speakers are a source of high anxiety among Filipino

learners. In contrast, writing, negative self-perception, and lack of understanding are a

source of moderate anxiety. However, she noted that further study of individual causes of

anxiety using multiple regression analysis established speech activity anxiety as the only

important indicator of English proficiency.

In addition, Go et al. (2011) as cited in Jugo 2020, studied the major causes of

anxiety in English language learning among tertiary international students, especially at

institutions within Manila. Findings suggest that these types of students have used jargon

to effectively familiarize themselves with the English language and respond to their English

class anxieties. It has been discovered that the work of this technique empowers students

to take responsibility for their learning, as this is their foundational guide to learning other

large-scale skills in the target language. They also observed that test anxieties and fear of

harsh evaluations give rise to anxieties encountered by students, which are very rare if

peers and teachers make regular assessments of their results.

 Furthermore, Pabro-Maquidato, 2021 investigates the speaking anxiety and

strategies that second language learners use to deal with their anxiety when they speak

English. Fifty-five students in a state in Cagayan de Oro City, Philippines, participated in the

study. The top five students with the highest level of anxiety were interviewed for data

collection. The results showed that learners have emotional tensions, physiological

symptoms, and mental difficulties when they speak English. The fear of losing face or

negative feedback was also attributed to the students' anxiety.

Speaking Confidence

According to Anwar (2022), speaking is an activity of producing words orally to

convey ideas, feelings, and thoughts. In addition, the ability to speak is considered one of

the abilities used as a benchmark in determining the quality of a person's thinking ability.

This is because speaking is an expression of one's ideas, emphasizing two-way

communication, namely giving and receiving. Therefore, speaking is a crucial component of

communication as well. This is because in speaking, there is an exchange of ideas or

thoughts so that communication is possible. In addition, Simbolon (2014: 227) as cited in

(Novita, 2020), explains that speaking generally can be interpreted as an activity to convey

intentions, ideas, thoughts, feelings, contents of the heart to others in using spoken

language so that the intent can be understood by others. Speaking is also an art where

language can be used to persuade, convince, and explain everything to others.

Moreover Anwar, 2022 states that Confidence is the ability of people to believe in

their abilities. The same opinion is expressed by Milfayetty (2018) who argues that

confidence is the conviction that one can act in a way that is consistent with their
expectations and desires. In addition, Moneva and Tribunalo (2020) stated that confidence

refers to someone's feelings, ideas, and courage in increasing their performance of tasks

and activities assigned by teachers. Furthermore, according to Sapril (2016), students with

high confidence are more engaged in class than students with low confidence because they

are not scared to ask questions or express their thoughts. Students with low confidence

have weak beliefs and bad sentiments about themselves and their talents.

On the other hand, students that have high confidence have positive sentiments and

a strong belief in themselves and their skills. Students' confidence impacts their decision to

undertake anything. Students with a good level of confidence will be able to speak

effectively without hesitation or fear. So, it can be said that with good confidence, students

can develop their talents, interests, and potential, including their speaking skills. (Anwar,

2020)

Therefore, Classroom learning activities carried out by teachers must also have

strategic and effective value because, in terms of speaking, students need encouragement

so that they can confidently speak. Confidence to speak in front of the class is essential and

should be owned by students so that they can follow the learning process properly. In this

case, the English teacher has an important role in teaching and learning activities. The

teacher must have a good method for teaching speaking skills that are more fun and

meaningful and make students actively participate. The appropriate approach, design, and

procedure can help students to be interested in learning to speak. This can make students

more comfortable and fun. If students are happy, they will automatically be more confident

in speaking, no longer shy in speaking and dare to express opinions in a forum.

 Furthermore, Prasetiawan and Saputra (2018) argued that low confidence in

students is a problem that exists in all schools. This is similar to Noerrahman and Arofah

(2021), who observed students and discovered that their problems were low or lack of

confidence. When speaking in front of the class, many students lack confidence. Many

students who are given a question avoid answering or remain silent, but when they are

provoked to respond, it turns out that they can answer the question. Furthermore, Suryani

(2018) argued that students are less confident with the symptoms obtained; namely,

students do not dare to ask questions or opinions to the teacher, they are unwilling to stand

in front of the class, speak nervously, and avoid being asked by the teacher. (cited in Anwar,

2022)

Based on Anwar's (2022) brief experience in teaching, he often encounters students

who are not confident when asked to speak, whether it is asking questions, answering

questions, or conveying their thoughts. Even students tend to avoid speaking. Most

students will speak when their name is called repeatedly. On the other hand, when

speaking, students often make many pauses in speaking and use many filler words, making

them not speak fluently. Because the problems of confidence and fluency often arise when

students are asked to speak.

English Speaking confidence

According to Ashari (2021), as an international language, English is essential to be

learned by all people worldwide. The purpose is to help people to be able to communicate

with others, especially when people are in English-speaking countries. English now

becomes an essential additional foreign language lesson that all students must master at
the school or university level. Of course, it will bring out a new obstacle in the educational

system. Because of that, many students face difficulties in learning English. Occasionally,

English learners feel that communicating in English is quite difficult.

It is in line with Leong and Ahmadi (2017), who stated that the challenge faced by

English learners when they speak or communicate with the English language is

incomprehension of the knowledge they learn. (cited in Ashari, 2021)

In speaking English, several rules must be obeyed. According to Syafitri, Yundayani

& Kusumajati (2019), different from the Indonesian language, English, as the international

language, has its own distinct rules like pronunciation, grammatical, and vocabulary. When

first time speaking English, students may make many mistakes in pronunciation,

grammatical, or even vocabulary, but from those mistakes, they can learn to improve their

speaking skills gradually. In addition, Syafitri, Yundayani & Kusumajati (2019) also stated

that speaking could not be successful if the students do not want to be brave to speak. It

seems easy, but several factors affect English learners in learning and developing their

speaking skills, for example, Confidence, repetition of practice, social environment,

vocabulary mastery, and many others. (cited in Ashari, 2021)

From many factors above, Confidence is a common problem in learning to speak in

Indonesia. However, Confidence causes the learners to have good motivation in speaking

English and strong encouragement to learn new things (Nasih, Yunus & Rahmawati, 2019).

Tridinanti (2018) believed that someone with high Confidence would reach a positive and

successful output. Still, most English learners in Indonesia feel less confident when they are

speaking, especially speaking English in front of their classmates or audience. Mostly,

students feel nervous, fearful, and worried when they become the main focus of attention

of the audience. (cited in Ashari, 2021)

Furthermore, Confidence was not the only aspect that affected students’ ability,

especially in speaking. Ariyanti (2016) as cited in Ashari, 2021 stated that psychological

factor also affects students to master and acquire a language, especially in speaking, such as

motivation, anxiety, and self-esteem. The same opinion was uttered by Woodrow (as cited

in Ashari, 2021), who stated that speaking ability was influenced by factors other than

confidence. Additionally, Tuan and Mai (as cited in Ashari, 2021) stated that besides

Confidence, there were the situation, students’ listening skills, and feedback during

speaking can influence students’ speaking ability.

English Speaking Confidence of the College Students

Imran et al., 2021 investigate the Developing confidence and English-speaking skill

in college students through the storytelling technique. The strategy of storytelling was a

method that helped the students to communicate in terms of improving grammar and

making sense of ideas. According to their study, the storytelling technique increases the

confidence level of students. It is the findings that the storytelling technique may prove

helpful for further use in improving speaking skills. It was based on the research carried

out at Iqra Post Graduate College. The speaking skills of students were enhanced in six

sessions. The efforts carried out in the storytelling method have led to a significant increase

in students' speaking performance.

 According to (Farris, 2018), with the help of storytelling, students can voice their

thoughts and ideas, and this speaking technique can develop confidence. Idris, Elmukashfi,

Idris, and Satti (2021) presented the same reason for using storytelling techniques to

technically develop speaking skills and confidence. Imran et al. 2021 study concluded that

the storytelling method had improved the speaking and confidence level of college-level

students.

In addition, according to Romadlon's (2022) study, students need to be encouraged

in their confidence and Motivation to speak English. An effective strategy needs to

encourage students, especially higher-level ones. One strategy suitable for the development

phase of higher education level is peer counseling.

In some cases, peer counseling is used to give counseling and maintain mental

health for university students, as Prince (2015) studied. Moreover, Britt et al. (2015) said

that peer counseling could help manage college students' financial stress. Even though peer

counseling can increase the academic achievement of higher-level students, no peer

counseling is used to motivate and engage English students' speaking confidence, as

identified from previous studies. Therefore, it is necessary to determine the effectiveness of

peer counseling for college students' English speaking confidence. Peer counseling is the

alternative for adolescents' need to identify problems and find solutions with their peers,

especially in building English-speaking confidence and Motivation. (cited in Romadlon,

2022)

In their opinion, Backlund et al. (2015) believe confidence is an individual's ability

to achieve goals in doing a job well. Individuals will find confidence and self-esteem along
with the emergence of assertive behavior. In line with this opinion, other experts state that

assertiveness training can extensively use self-development. Individuals with assertiveness

skills will demonstrate honesty and effective communication, increasing self-awareness

and confidence (Bishop & Verleger, 2013). These confidence and motivation senses will be

encouraged through English peer counseling activity. The students obtained confidence

and Motivation to speak during and after the English peer-counseling activity. Because

increasing confidence, especially English-speaking confidence, needs help with a self-

improvement program, the peer counseling program is suitable for this term (Yoon & Ju,

2017). With counseling, individuals can be helped to gain confidence because counseling

individuals will get very meaningful and valuable feedback to improve their appearance

(Hamzah et al., 2020). (cited in Romadlon, 2022)

English Speaking confidence among Filipinos

In (Tolentino & Santos, 2020) study about Proficiency and Confidence Levels of

English Language Students in Relation to ASEAN Integration’s Regional Lingua Franca, it is

mentioned that in the Philippines, the English proficiency of students and their confidence

in speaking the English language are some of the challenges that confront the higher

education. Filipinos are known for being English proficient. However, escalating

competition with deteriorating mastery of some college graduates gradually destroyed this

edge. For instance, IDP Education Pty. Ltd. Philippines recently took a language

examination which revealed that the country had lost its position among all the English-

speaking countries in Asia. This can be attributed to students’ lack of enthusiasm to boost

their skills in the use of the English language. (Marcelo, 2018)

 According to (Khajavy et al., 2016), Confidence is the general belief in being able to

converse in the second language, English in particular, in an “adaptive and efficient

manner.” The level of confidence of each individual differs in every situation. An individual

tends to be highly confident in a familiar environment. However, when confronted with a

challenging setting, the person’s confidence level may weaken. (cited in Tolentino & Santos,

2020)

Tolentino & Santos, 2020 states that individuals who speak their mother tongue

exude confidence in how they deliver the language. However, speaking in a foreign

language, specifically English entails many considerations. This is true for non-speakers of

the English language, especially for Filipinos. They either get so intimidated by the

language that they tend to shy away from it, or they get so absorbed in it that they use it as

if it is their first language. Confidence, in this case, should be taken into consideration.

Although confidence cannot be defined easily, it generally portrays a mental attitude that

emphasizes an individual’s trust in his or her capabilities.

Furthermore Tolentino & Santos, 2020 study tells that Confidence is operationally

defined as the ability to utilize spoken English effectively. The confidence level of the

respondents was described through their teaching demonstrations. The results show that

70.5 percent of the respondents have confidence when it comes to their skills in speaking

the English language.

English Speaking Confidence in Rural Area in the Philippines

 According to (Separa et al., 2019) study at the Polytechnic University of the

Philippines Bataan Branch, the Philippines' official languages are Filipino and English.

Considering that English is the medium of instruction for almost all subjects in the different

levels of primary education, it is then expected that every individual who reaches college

can speak fluently in both languages. This system may be rooted in the belief; The earlier

English is taught, the better the results. In the Philippine Educational System, before the

implementation of the mother tongue-based instruction in pre-elementary, students are

taught English in class through different content areas. This can be rooted in the colonial

years of the United States of America in the 1900s, wherein culture was propagated

through the language used in schools.

Being exposed to the English language for the first ten years of education gives an

impression that students gained speaking competence through language learning in school.

However, reality in the academe shows that many college students in the Philippines do not

have confidence in using the English language, especially when they are required to do oral

presentations, recite and report in class, and even engage in casual conversations. Their

lack of confidence in facing people due to some factors that hinder them from speaking can

be attributed to Leon Festinger's Theory of Cognitive Dissonance. When this happens,

students are deprived of the most humanizing activity in which people engage – that is,

speaking with others.

In the area of confidence of this study, the most significant number of students, with

45%, admit that they are shy to speak in English most of the time, while only about 2 out of

10 are confident English speakers. Most students are unsure if they continuously speak
grammatical English, while 2 out of 10 admit that they are not good at grammar.

Meanwhile, only 12% have confidence that they are good at grammar. When English-

speaking individuals are met, the majority of the students, 62%, are neither confident nor

apprehensive in conversing with them, and only about one-third feel confident in

interacting with them.

As revealed in the results, respondents do not show positivity regarding having

confidence in using English. Varied factors may be affecting the emotional state of

respondents towards the language. Lack of confidence and shyness in expressing

themselves contributes mainly to this effect. Due to this, low confidence in speaking English

may also develop anxiety about learning English as a second language. Because of this

disposition, it could probably have existed since the start of learning English.

Synthesis

The results that were discussed before may be accessed by those who advocate for

the existence of challenges in the English language via the collection of reviews of

connected research and publications. According to the findings of a significant number of

investigations and bodies of written material, the language of teaching for the majority of

topics throughout the various levels is English. When one reaches the college level, it is

then required of them that they are able to communicate well in English language.

At the same time, Hanifa and Giray highlight how Filipinos show anxiety while

communicating in English by pointing out how they struggle with the language. While in
their research, Nasih, Yunus and Rahmawati, as well as Milfayetty, found that students'

levels of confidence had an effect on their English-speaking abilities.

In spite of the findings of studies that highlight the positive aspects of the

incorporation of the English language into the educational system in the Philippines, a large

number of studies reveal that there is a wide range of both positive and negative effects on

the levels of anxiety and confidence held by Filipino students. This demonstrates that there

are many different tendencies at play in the process of the English language adaptation.

As a result, Researchers have generated a hypothesis based on their investigation

that implies how English is used in conversation may have a significant bearing on

students' academic success. Nonetheless, not a single one of the aforementioned papers

had a central hypothesis that showed deeper relationships between students'

communication competence levels and psychological aspects that students face when

trying to utilize English. The researchers of this study have put in a lot of effort to make

reasonable linkages and investigate supporting data, and as a consequence, they have

gotten a significant amount closer to the sub-field of each reading that they have followed.

In conclusion, other studies simply cannot be compared to this one because of the

differences in time period, place, and technique.

Chapter III

Research Methodology

This chapter discusses the methods used in the study such as research design,

sources of data, the statistical tools and treatment of the data gathered, research
instruments, respondents of the study and data gathering procedures to come up with the

results.

Research Design

This study is classified as quantitative research. Creswell (2002), as cited in

Williams (2007), noted that quantitative research is the process of collecting, analyzing,

interpreting, and writing the results of a study. Furthermore, the type of research is a

correlational study. It includes questionnaires in measuring the level of undergraduate

students' English-speaking anxiety and English-speaking confidence.

Data Gathering Procedure

At the beginning, the letter of permission to address the study was sent to the

assistant of the President of CCSFP in their office, and the letter was handed to the OIC

Director of CCSFP Research and Extension Office. The researchers were informed that the

request was approved. Afterward, the researchers then talk with the SSC officers to

coordinate with the President of the Department of each course to distribute the Google

form link containing the consent and the survey questionnaires to the volunteer

respondents. Then the participants will sign consent and answer the questionnaires via an

online google form; After that, the researchers will gather the needed data. The data will be

tallied, tabulated, computer processed, analyzed, and interpreted using Microsoft Excel

2016 Software.

Research Instrument
 The instrument is a 30-item Likert-type questionnaire that is divided into sub-

factors. It is reliable, as evidenced by .73 Cronbach's Alpha (Cronbach alpha values of 0.7 or

higher indicate acceptable internal consistency.) (Theoretically, Cronbach's alpha results

should give you a number from 0 to 1, but you can get negative numbers as well. A negative

number indicates something is wrong with your data—perhaps you forgot to reverse score

some items. The general rule of thumb is that a Cronbach's alpha of .70 and above is good,)

The researchers used survey questionnaires based on Foreign Language Classroom Anxiety

Scale (FLCAS) developed by Horwitz, Horwitz, and Cope (1986) for the participants to

answer. The instrument has four parts and has 30 questions. The first part contains the

researcher's introduction and the consent form with sufficient and detailed information on

the study so that they can make voluntary and rational decisions before continuing. It

entails the purpose of the study, expected duration, procedures, and information on their

right to declare or withdraw. Afterward, participants will answer the demographic profile,

including age, sex, course, and college level. The last part will be the survey divided into

sub-factors containing the English-speaking anxiety and English-speaking confidence

survey questionnaires. Hence, questionnaires were used in this study as it is a common

way to measure English-speaking anxiety and English-speaking confidence. Thus, it is

found to fit the study's objective, which aims to measure speaking anxiety and speaking

confidence levels among students.

Population and Sampling

The researchers employ a Stratified random sampling procedure. Stratified random

sampling is a method of sampling that involves the division of a population into smaller
subgroups known as strata. The researchers used this sampling because it allows

researchers to obtain a sample population that best represents the entire population being

studied by dividing it into subgroups in which the respondents had experienced English-

speaking anxiety at City College of San Fernando, Pampanga. According to the OIC Director

of the CCSFP Research and Extension Office, there is a 1363 total population enrolled at

City College of San Fernando, Pampanga. 256 students from the Institution of Education,

140 students from the Institution of Information Technology, 819 students from Business

Administration, and 148 from Accounting Information System. To avoid biases, we need to

choose the study respondents proportionately in strata. The computation is a Sample size

of the strata = total enrolled students in Institution / entire population size * the number of

respondents. To get the sample size of the strata, we divided the total enrolled students in

each institution by the whole population of students at CCSFP, then multiplied it by the
number of respondents. Using Slovin’s formula, with the total population of CCSFP 1363,

we will need 300 respondents.

Local of the Study

The study was conducted at the City College of San Fernando, Pampanga, which

gives free tuition to those who are qualified to be scholars. This school comprises from first

year to fourth-year college and has four institutions which are B Elementary and Secondary

Education, BS Information Technology, BS Accounting Information System, and BS

Business Administration. The total number of enrolled students is 1363 who use

Kapampangan's native language. It is located at City College Bldg., Heroes Hall, Magdalena

St., San Juan, City of San Fernando, Pampanga. (Latitude: 15.02925754336953, Longitude:

120.67852722173212), and the write-up was done at Santo Niñ o, City of San Fernando,

Pampanga. To determine the correlational of the English-speaking anxiety and English-

speaking confidence of undergraduates at City College of San Fernando, an in-depth study

will be conducted using stratified random sampling.

Respondents

In this research study, college students from City College of San Fernando within A.Y

2022-2023 will be the official participants for this study since they are the closest and most

relevant people that can give precise responses to the research problem that the

researchers have. Moreover, all of the respondents will be expected that they have taken

English language subjects. Respondents will be chosen randomly since they have

experienced the context of the research problem as well as common ground.

Statistical Treatment of Data

The data collection was conducted through an online survey questionnaire.

Thereafter, the researchers utilized SPSS and Google spreadsheets for statistical analysis

and to remove incomplete data from respondents.

The researchers utilized statistical techniques such as descriptive statistics (e.g.,

frequency and percentage distribution, and weighted mean), regression analysis and

correlation analysis to interpret the data effectively.

The data were tabulated and processed using Statistical Packages for Social

Sciences (SPSS). To analyze and interpret the data gathered, the following statistical

measures was used:

1.The undergraduate students’ English-speaking anxiety be described will be quantified

using the following scale:

Rating Scale Range Descriptive Evaluation

4 3.50-4.00 Strongly Agree
3 2.50-3.49 Agree
2 1.50-2.49 Disagree
1 1.00-1.49 Strongly Disagree

2. The undergraduate student English speaking confidence can be describe using a four-

point Likert Scale interpreted as follows:

Rating Scale Range Descriptive Evaluation

4 3.50-4.00 Strongly Agree
3 2.50-3.49 Agree
2 1.50-2.49 Disagree
1 1.00-1.49 Strongly Disagree

3. To determine the significant relationships between the English-speaking anxiety

and English-speaking confidence of undergraduate students, correlation and

Pearson R. will be use.

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APPENDICES

Researchers’ Introduction and Consent form

Dear Participant,

Warmest greeting!

This letter is intended to assist us in validating your eligibility as a participant, and we

respectfully request that you answer the survey questionnaire with utmost honesty. It will
take you between 5 and 10 minutes.

As a requirement for the Final year project, our study focuses on the English-Speaking
Anxiety and English-Speaking Confidence of Undergraduate Students at City College of San
Fernando, Pampanga. Your feedback is much needed. We are deeply grateful for your kind
cooperation.
By participating in this study, you agree to provide the most truthful responses possible.
Your responses will be anonymized, so neither the research team nor other participants
will know which ones are yours. Your willingness to participate will be greatly appreciated,
as it will contribute to the body of knowledge produced by the study.

Your right to withdraw after data collection has begun will be carefully considered.

The collected data will be used solely for research and educational purposes and will be
destroyed once the study is complete.

Thank you, and keep safe,

Hannah Rae Ching

Mary Glenn R. Kai
Genie Ramos R. Salunoy
Maruve Homer C. Garcia II
Bachelor of Arts in English
AMA University Online Education

By selecting “I agree,” you are consenting to the conditions described above.

 I agree

 I disagree
Survey Questionnaire

SECTION A: Demographic Profile

● Age:
● Gender:
● College Level:
● Course:

SECTION B: Undergraduates’ English-speaking anxiety be described

The following statements are used to measure the college students’ speaking anxiety
towards their speaking proficiency in English be described
 1- Strongly Disagree 2- Disagree 3- Agree 4- Strongly Agree

1 2 3 4

1. I feel quite sure of myself when I am speaking in

English class.

2. I start to panic when I have to speak without

preparation in English class.

3. I would be nervous when speaking English in front of

my classmates.

4. I am afraid that my English teacher is ready to correct

every mistake I make.

5. I get frightened when I don’t understand what the

teacher is saying in English.

6. I get nervous and confused when I am speaking in my

English class.

7. I am afraid of making mistakes in English class.

8. I can feel my heart pounding when I am going to be

called on in English classes.

9. I feel overwhelmed by the number of rules I have to

learn to speak English.

10. Even if I am well-prepared for English speaking class,

I feel anxious about it.

11. I get nervous when the English teacher asks

questions which I haven’t prepared in advance.

12. I get upset when I don’t understand what the teacher

is correcting.
13. I worry about the consequences of failing my English
class.

14. I worry about making mistakes in English class.

15. I feel less nervous about speaking in English in front

of others when I know them.

SECTION C: Undergraduates’ English-speaking confidence be described

The following statements are used to measure the confidence of college students be
described

1- Strongly Disagree 2- Disagree 3- Agree 4- Strongly Agree

1 2 3 4

1. I enjoy English class when I know that we are going to

discuss in English.

2. I feel confident when I speak English in classes.

3. I feel very self-conscious about speaking English in front of

another student.

4. I am afraid that the other students will laugh at me when I

speak English.

5. I get embarrassed to volunteer answers in English classes.

6. I always feel that my classmates speak better English than

me.

7. It wouldn't bother me at all to take more English classes

8. I don’t feel pressure to prepare very well for English class.

9. I feel tense and have more pressure in English class than

other classes.

10. In English class, I can get so nervous I forget things I

know.

11. I am more willing to speak in English class when I know

the scheduled oral activities.

12. I often feel like not going to my English class.

13. It bothers me at all to take more English classes.

14. When I'm on my way to my English class, I feel very sure

and relaxed.

15. I feel quite sure of myself when I am speaking in English

class.