This study examined the contributing factors to language anxiety among pre-service English teachers at Northern Iloilo State University, Northern Iloilo, Philippines. Guided by Horwitz, Horwitz, and Cope’s (1986) Foreign Language Anxiety Theory, the research sought to identify the level of anxiety experienced by pre-service teachers and determine whether significant differences exist when grouped according to sex, socio-economic status, and parents’ educational attainment. Using a quantitative descriptive design, data were gathered from sixty respondents through the Foreign Language Classroom Anxiety Scale (FLCAS). Descriptive statistics and non-parametric tests, specifically the Mann–Whitney U and Kruskal–Wallis H tests, were employed. Results revealed that respondents exhibited a moderate level of language anxiety, with fear of attending English classes and apprehension toward teacher correction identified as the most prominent sources. Findings also indicated no significant differences in anxiety levels across demographic variables. These results suggest that language anxiety is a common emotional experience among pre-service English teachers, primarily influenced by classroom climate and evaluative contexts rather than by demographic factors. The study highlights the need for teacher education programs to incorporate affective strategies that reduce anxiety and foster communicative confidence among future English educators. Keywords: Language Anxiety, Pre-Service English Teachers, Affective Factors, Classroom Communication, Teacher Education
Ma. Jea Bacud (Sat,) studied this question.