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This study has focused on determining the level, sources, and causes of foreign language anxiety of students taking up teacher education courses in the Philippines and how language anxiety affects the English proficiency of the respondents and their language learning. A total of 242 learners from a Philippine-based learning institution answered an English proficiency exam (EPE) and a questionnaire comprising two parts: a 30-item English Language Anxiety Scale (ELAS) and a set of questions on causes of anxiety and effects on language learning. Means, standard deviation, frequency, and percentage were calculated and used to characterize language anxiety level, sources, and causes. Correlation and regression analyses of the language anxiety variables and English proficiency of the respondents were then conducted. Follow-up interviews were also done for selected respondents in order to understand the nature and mechanism of the investigated relationships. The results confirmed that the speaking activity, error correction, and communicating with English speakers are sources of high anxiety of the Filipino learners, while the writing activity, negative self-perception, and noncomprehension are sources of moderate anxiety. All of the sources of anxiety were shown to have a significant negative relationship with second language anxiety, and simple regression analysis revealed that foreign language anxiety is a significant predictor of English proficiency. However, further analysis of the specific sources of anxiety using multiple regression analysis identified speaking activities anxiety as the only significant predictor of English proficiency.

Language Anxiety in Focus: The Case of Filipino Undergraduate Teacher Education Learners