Speaking Anxiety and Oral Participation of Grade 7 Learners in English Classes: A Correlational Study
DOI:
https://doi.org/10.5281/zenodo.22338827Keywords:
Speaking Anxiety, Oral Participation, Grade 7 Learners, English Language Learning, Descriptive-Correlational Study, Baleno National High School, Speak-Up Support Program, Krashen's Affective Filter HypothesisAbstract
Speaking is a vital language skill that enables learners to express ideas, interact with others, and participate meaningfully in classroom learning while oral communication refers to the process of conveying ideas, thoughts, and information through spoken language in interactive contexts.This study examined the relationship between speaking anxiety and oral participation among Grade 7 Filipino learners in English classes at Baleno National High School during School Year 2025–2026. Specifically, it determined the learners’ level of speaking anxiety, level of oral participation, significant relationship between the two variables, and appropriate instructional intervention to support classroom speaking. The study employed a quantitative descriptive-correlational research design. Using stratified random sampling, 97 learners from sections Daisy, Aster, and Daffodil served as respondents. Data were gathered through a researcher-made Speaking Anxiety Questionnaire and a Teacher Observation Checklist, which obtained acceptable reliability coefficients of 0.86 and 0.83, respectively. Frequency, percentage, weighted mean, standard deviation, and Pearson product-moment correlation were used to analyze the data. Findings revealed that learners had a high level of speaking anxiety, with an overall mean of 2.60 and standard deviation of 0.35. Fear of making mistakes while speaking English emerged as the most evident anxiety indicator. Meanwhile, oral participation was low, with an overall mean of 2.41 and standard deviation of 0.58. Learners participated more in pair or group discussions and when called by the teacher but showed limited confidence in volunteering answers and using English during class activities. The correlation result showed no statistically significant relationship between speaking anxiety and oral participation, r = 0.192, p = 0.060. Thus, the null hypothesis was accepted. Based on the findings, the Speak-Up Support Program was proposed to reduce anxiety, build confidence, and encourage gradual oral participation.
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