Language anxiety is a key impediment to second language acquisition, but the function of learners' cultural identity in generating anxiety is understudied. This study investigates the influence of cultural identification orientation on language anxiety among Grade 7 students from culturally diverse areas of Maguindanao del Sur and del Norte, Philippines. It also investigates how demographic and linguistic profile characteristics affect both cultural identity and anxiety levels. A quantitative correlational design was used, with 272 Grade 7 pupils selected by stratified random sampling from three public secondary schools. Data was collected using an adapted Foreign Language Classroom Anxiety Scale (FLCAS) and a culturally grounded identity survey, both of which were scored on a five-point Likert scale. Descriptive statistics were used to summarize levels of language anxiety (communication apprehension, test anxiety, fear of negative evaluation, classroom-related anxiety, and performance anxiety) as well as cultural identity orientation. The associations between variables were examined using Spearman's rank correlation and linear regression techniques. The findings show that language anxiety is generally high (M = 3.63), with the most significant anxiety in language performance (M = 3.96) and classroom-related circumstances (M = 3.86). Cultural identification orientation was moderately high (M = 3.48), owing to positive views toward L2 culture (M = 3.69) and strong perceptions of multicultural integration at school (M = 4.31). A weak but significant negative connection was found between cultural identification orientation and language anxiety (rs = -0.142, p =.042), indicating that learners who have more substantial cultural affirmation experience less anxiety. Ethnolinguistic background and frequency of L2 usage strongly predicted both identification and anxiety levels, whereas age, gender, and first language did not. These findings suggest that fostering a balanced cultural identity through inclusive curricula, culturally responsive pedagogy, and community engagement can aid L2 learners in overcoming language anxiety. To develop psychologically secure and supportive language learning environments, teachers should receive intercultural training and participate in policy initiatives.
Siason et al. (Wed,) studied this question.