English proficiency is a vital global competency, yet language anxiety remains a persistent psychological barrier that inhibits effective communication and academic engagement among secondary learners. This study investigated the levels, causes, and effects of English language anxiety among 183 Grade 10 learners in the General Luna District, Division of Quezon, to address the lack of localized instructional support for anxious students. Using a concurrent triangulation mixed-methods design, the researchers collected quantitative data using a modified Foreign Language Classroom Anxiety Scale (FLCAS) and qualitative insights through open-ended written surveys to explore lived experiences and coping processes. Results revealed high levels of language anxiety across all dimensions, with test anxiety (Mean = 2.79) and social anxiety (Mean = 2.77) emerging as the most significant stressors. Qualitative findings highlighted that while fear of negative evaluation and peer judgment frequently triggers avoidance behaviors, learners successfully navigate these challenges through a three-stage coping process. This sequential process involves immediate physiological regulation, proactive competence-building through digital self-study, and reliance on social resilience from non-judgmental peer networks. These findings emphasize the critical need for a low-affective-filter environment in the Philippine rural-urban context, leading to the proposal of a comprehensive Learners’ Support Plan. This plan aims to institutionalize stress-reduction protocols and peer-mentoring initiatives to balance emotional well-being with academic rigor. By documenting internal mechanisms of student resilience, this research offers a strategic framework for educators to mitigate cognitive overload and foster sustained academic proficiency in English-medium contexts, ultimately transforming the classroom from a competitive arena into a safe learning space.
Ilagan et al. (Mon,) studied this question.
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