Mitigating language anxiety: The role of language environment and teaching strategies

Calisquis, Kim Obosa and Bagood, Evelyn Torsino (2025) Mitigating language anxiety: The role of language environment and teaching strategies. International Journal of Science and Research Archive, 15 (1). pp. 1475-1480. ISSN 2582-8185

This study examined language anxiety among senior high school ESL students at Azpetia National High School and explored how language environment and teaching strategies influenced their English-speaking proficiency. Drawing on Gardner’s socio-educational model, the study utilized an exploratory sequential design involving surveys and interviews with Grade 11 and 12 students, as well as their teachers. Quantitative findings indicated high anxiety levels related to fear of public speaking, criticism, and low confidence, though correlation between classroom environment and anxiety was statistically insignificant. Qualitative findings highlighted effective strategies including peer collaboration, supportive feedback, and multisensory teaching. The study recommends interventions such as role-playing, storytelling, and SEL-based classroom practices to build student confidence and reduce anxiety. These findings provide a framework for creating inclusive language classrooms that support both academic and emotional growth.