English Speaking Confidence, Oral Communication Anxiety, and Willingness to Communicate of Grade 9 Learners in Tabon M. Estrella National High School, Bislig City Division: A Descriptive-Relational Survey as Basis for a Communicative English Enhancement P
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https://doi.org/10.5281/zenodo.22952005Keywords:
English speaking confidence, oral communication anxiety, willingness to communicate, Grade 9 learners, , descriptive-relational survey, communicative English enhancementAbstract
This study determined the levels of English speaking confidence, oral communication anxiety, and willingness to communicate among Grade 9 learners of Tabon M. Estrella National High School, Bislig City Division, during School Year 2025-2026, and used the findings as basis for a Communicative English Enhancement Program. A quantitative descriptive-relational survey design was employed. The target population consisted of 229 Grade 9 learners, of whom 197 provided valid and analyzable responses, representing an 86.03% response rate. Data were gathered through a researcher-made 60-item questionnaire administered through Google Forms using a 4-point Likert scale. Internal consistency was excellent for English Speaking Confidence, Oral Communication Anxiety, Willingness to Communicate, and the overall questionnaire. Weighted mean and standard deviation were used for descriptive analysis, while Pearson product-moment correlation tested relationships at the .05 level. Learners demonstrated High English-Speaking Confidence, High Oral Communication Anxiety, and Very High Willingness to Communicate. Confidence was weakly and negatively related to anxiety, strongly and positively related to willingness to communicate, and anxiety was very weakly and negatively related to willingness to communicate. The findings indicate that learners may remain highly willing to communicate despite anxiety, while speaking confidence is especially important to communicative readiness. A school-based enhancement program emphasizing confidence-building, anxiety reduction, peer-supported speaking, structured reporting, and sustained practice was therefore proposed.
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