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The primary aim of this paper is to examine the speaking anxiety, affective and social language learning strategies and English language proficiency among ESL Agricultural and Biosystems and Civil Engineering students of a state university in Northern Luzon, Philippines including the possible relationship among the aforementioned variables. The research adapted six (6) items on Affective Language Learning Strategies (ALLS) and six (6) items on Social Language Learning Strategies (SLLS) by Oxford (1990); the Foreign Language Communication Anxiety Scale designed by Horwitz et al. (1986) and the English Proficiency Test developed by Commission on Higher Education were utilized in this study. The findings disclose that the speaking anxiety level of the respondents is moderate. It was noted that they are uneasy every time teachers called them to recite in English class unprepared. To add more, their ALLS and SLLS are both somewhat true for them and the repondents’ English Proficiency Level is moderate. It also showed that small negative correlation exists between their English proficiency and speaking anxiety. However, a medium and small positive correlation established when their speaking anxiety and ALLS was correlated. And a small positive correlation was obtained in the correlation between the respondents’ speaking anxiety and SLLS. The research concludes with a list of recommendations on how to lessen speaking anxiety in the English language classroom to ESL learners.

international journal of english linguistics

Speaking Anxiety, English Proficiency, Affective and Social Language Learning Strategies of ESL Engineering Students in a State University in Northern Luzon, Philippines