Chapter 1

Introduction

Rationale
There were several books that tackles about anxiety. Stories, anecdotes
and other printed materials have commemorated the regard on the said topic. It
features how a person commit this kind of problem in the society. Due to some
misconception of English language it presents that some other people are having
the problems of this kind of skills. And it results to social anxiety disorder which
involves overwhelming worry and self-consciousness about everyday social
situations. The worry often centers on a fear of being judged by others, or
behaving in a way that might cause embarrassment or lead to ridicule. That
might be the problem of the speaking in a way how they used the English
language skills. Thus, emphasizes that anxiety is area specific and therefore
should be studied in a specific area or group.
The Affective Filter Hypothesis comprehensible input will not result in
language acquisition if this input is filtered out before it can reach the brains
language processing faculties. The filtering may occur because of anxiety.
A function of the Affective-Filter is a test for aptitude in the area of
language tend to test language learning rather than language acquisition. These
are not necessarily correlated. For example, a test question that gives you a
number of language patterns and their meanings, and allows you to inductively
1

work out the differences, generally reveals a persons ability to inductively

analyze grammar, not their potential to acquire language Krashens (2010).
The area is already apparent in the most century studies entirely devoted
to this kind of problem. Anxiety is one area of the research that has caused much
disagreement among researchers. Anxiety may be defined as an emotional state
characterized by feelings or apprehension, uncertainty or tension arising from
anticipation of a threat, real or imagined (Panalia and Olds 1995). Individuals
react with varying degrees of anxiety depending on their own individual
tendencies to be anxious and on the type of threat they are responding to.
Allen (1990),reported that among the 242 international students in his
study, Asian Latin American students showed high levels of communication. In
contrast, Delgado-Monge (1998) found that students level of communication did
not affect English proficiency. Rather, anxiety might be attributed to students
inability to identify behaviors and responses that were expected to lead to
successful outcomes.
Another theory significant to the study is presented by Worde (1998), one
third to one half of students examined reported experiencing debilitating levels of
language anxiety. Although the concept of anxiety is encountered frequently
throughout language learning literature, these studies have focused on a
bewildering array of aspects of anxiety, and have generated widely varying
definitions. Studies of anxiety have also focused on different language outcomes,
such as rate of second language acquisition, performance in language

classrooms, and performance in high-stakes language testing. The theoretical

spectrum of these studies ranged from strictly behavioral to psychodynamic.
Anxiety is one of the most well documented psychological phenomena.
The definition of anxiety ranges from an amalgam of overt behavioral
characteristics that can be studied scientifically to introspective feelings that are
epistemologically inaccessible (Casado&Dereshiwsky, 2001). Broadly speaking,
anxiety is the subjective feeling of tension, apprehension, nervousness, and
worry associated with an arousal of the automatic nervous system (Spielberger,
1983).
There are researchers who contend that the most effective way (maybe
the only way) to reduce a fear or phobia is to repeatedly face and handle the
scary situation (Marks, 1998; Jeffers, 1999; Greist, Jefferson & Marks, 2000), if
you can. You need to find out that the imagined awful consequences don't
actually occur (Epstein, 2001; Rachman, 1990). So, if you are afraid of speaking
up in class, try to ask a question or make a comment, when appropriate, every
day in some class. Take a speech class.
Horwitz, Horwitz and Copes (1986) paper is also influential. The authors
clearly articulated the concept of foreign language anxiety. Placing language
anxiety in the framework of related concepts of anxiety, the authors recognized
that language anxiety is a situation-specific anxiety construct, largely
independent of the other types of anxiety. One major contribution of their paper is
it offers a Foreign Language Classroom Anxiety Scale. This self-report
instrument, eliciting responses of anxiety specific to foreign language classroom
3

settings, triggered an sudden large amount of similar studies. The results of

these studies demonstrated that language anxiety exerts a debilitating role in the
second/foreign language classroom in different contexts.
Exposure, Oxford (2002), as one of the condition for L1 acquisition holds
equally through for the second language learning. Difficulty occurs if the students
are not exposed to the second language, in a way that they are exposed to the
first language, no greater success will be achieved. This is because in the
natural second language situation, the pressure to acquire international
language in order to control the environment is tremendous.
Research has shown that affective variables do not operate
independently of one another; instead, the causal relationships among them are
complicated and warrant further investigation (Gardner, Tremblay, &Masgoret,
1997). It is always intriguing, yet difficult, to determine how these affective
variables are interrelated and how they impact on one another. For example,
personality traits, such as introversion and extraversion, are associated with
anxiety arousal (MacIntyre&Charos, 1996). The underlying assumption is that
introverts are more likely to be anxious than extraverts (Brown, Robson,
&Rosenkjar, 2001). Introverts usually prefer individual work more than group
work, so they may easily become anxious if they are put in more communication
oriented classroom settings. Extraverts, on the contrary, may feel uncomfortable
if they are asked to work on their own all the time.
Gregersen and Horwitz (2002) found that some students language anxiety
may stem from their perfectionist tendencies. They concluded that anxious
4

students share many similar manifestations with perfectionists and these

similarities have the potential for making language learning unpleasant.
Evidences of this conclusion include the fact that anxious learners were not
easily satisfied with their accomplishments and had a higher level of concern
over the errors they made than non-anxious learners who tended to celebrate
small victories accomplished.
Moreover, learners stylistic preferences may possibly be in conflict with
those of their teachers and therefore result in anxious feelings among certain
students. Oxford (1999) elaborated from her case studies on how classroom
style conflicts can exacerbate anxiety in the language classroom. She contended
that style conflicts can take different forms; examples can include personality
conflicts (e.g., introvert vs. extravert), and teaching and learning style conflicts
(e.g., global and intuitive-random learning style vs. analytic and concretesequential teaching style).
The concept of language anxiety is also closely associated with attitudes
and motivation. For example, the instrument used in Gardners socio-educational
model (the Attitude/Motivation Test Battery) includes a classroom anxiety scale
that measures students embarrassment or anxiety level within the paradigm of
attitudes and motivation. Chao (2003) found a significant relationship between
foreign language anxiety and emotional intelligence skills. Moreover, Ehrman
(1996) maintained that one protects ones emotional equilibrium and self-esteem
in a variety of ways, one of which is through what he called defense
mechanism. Anxious manifestations, such as reluctance to participate,
5

avoidance of work, and negative attitude, are all possible defense mechanisms
that anxious learners employ to balance their emotional equilibrium. On the
contrary, Brown et al. (2001) found that high proficiency language learners were
well-balanced, emotionally stable, less instrumentally motivated, and less
anxious.
Purpose of the Study
The purpose of this study is what motivates the students to learn the
English language and how effective are the strategies of teachers to lessen the
anxiety of students in learning English.
It is a challenged to us as a students to learn English language because it
is a part of our daily life today to learn English as a tool for better communication
skills. Every day as we enter the class we are always motivates to speak in the
English language, although it is very hard to learn the language but because of
our day to day experience that we exposed on different kinds of people that
weve meet especially the American people. So, we set in our mind that learning
English language is very important.
As we the future educators, we set in mind the strategies that we our
going to have if we are going to teach especially in AB English students they are
more likely on English language so for us it is our responsibility to mold them to
become more competence in dealing with other people as we recognize it.
In general, the aim of this study is really to encourage and motivates the
students to enhances there English skills in speaking and to become more active
and participative in terms of learning the English language and most especially to
6

be more effective in teaching we must also insure the strategies we had if we

were going to teach, and for them to lessen their anxiety to learn the English
language.
Research Questions

What motivates students to learn the English language?

How do the teachers lessen the anxiety level of the students in
learning English?

Theoretical Lens
The study is anchored on the basic theory of language acquisition
Krashens Affective Hypothesis (1985), which states that attitudinal variables
relating to success in second language acquisition generally relate directly to
language acquisition.
According to Krashen one obstacle that manifests itself during language
acquisition is the affective filter; that is a 'screen' that is influenced by emotional
variables that can prevent learning.

This hypothetical filter does not impact

acquisition directly but rather prevents input from reaching the language
acquisition part of the brain. According to Krashen the affective filter hypothesis
can be prompted by many different variables including anxiety, self-confidence,
motivation and stress.
In any aspect of education it is always important to create a safe,
welcoming environment in which students can learn. In language education this

may be especially important since in order to take in and produce language,

learners need to feel that they are able to make mistakes and take risks.
A function of the Affective-Filter is that test for aptitude in the area of
language tend to test language learning rather than language acquisition. These
are not necessarily correlated. For example, a test question that gives you a
number of language patterns and their meanings, and allows you to inductively
work out the differences, generally reveals a persons ability to inductively
analyze grammar, not their potential to acquire language.
With that in mind, different anxiety studies have used different instrument
to measure this psychological construct. According to to Richardson and
Woolfolk (1990), there exists certain features in any school subjects that causes
anxiety for some individuals. The same situations is true for the English
language. For example, Baxter (1997) reported that when students have difficulty
in speaking, is often because they are apathetic or afraid of failing, rather than
because of the lack of language skill.
Significance of the Study
In different schools across the country, especially in AB English course as
we all know that this kind of course focus more on English Language and some
students who enrolled in this area needs improvement particularly in their
speaking. It has also been observed that AB English students should be given
credit on developing their unique form of communicating with each other and by
some other people who are good in speaking skills.

CAS department.The CAS department can easily become more

competitive especially in learning the language skills of their own area of
learning.
AB English students.To be good and be more aggressive in learning the
language that they are facing.Its more important to them to meet the different
strategies and techniques in language learning.
Language Teachers. The language teachers will be enlightened of the
possible solutions to any problem in which the student can easily meet their
learning.
Future Researchers. It will give us an idea of how we will going to
incouraged or motivate our self to be more active and equipped especially in
learning the language.
Definition of terms
For reason of clarity. We wish to define terms we used in our study.
Affective Filter Hypothesis
Basic theory of language acquisition is the Affective-Filter hypothesis
which states that attitudinal variables relating to success in second language
acquisition generally relate directly to language acquisition but not necessarily to
language learning. This is a way of recognizing that there are other factors, a
Filter, that influence how well a person acquires language when presented with
comprehensible input. For instance, a positive attitude towards speakers of the
language will lower the filter, while a negative attitude will increase it. A need to

function in the language will generally lower the filter, but anxiety and earlyforced-production can raise the filter.
This is an imaginary wall that is placed between a learner and language
input. If the filter is on, the learner is blocking out input. The filter turns on when
anxiety is high, self-esteem is low, or motivation is low. Hence, low anxiety
classes are better for language acquisition. Another implication is that too much
correction will also raise the affective filter as self-esteem in using the language
drops.
A function of the Affective-Filter is that test for aptitude in the area of
language tend to test language learning rather than language acquisition. These
are not necessarily correlated. For example, a test question that gives you a
number of language patterns and their meanings, and allows you to inductively
work out the differences, generally reveals a persons ability to inductively
analyze grammar, not their potential to acquire language Krashens (2010).
It argues that comprehensible input is not enough to ensure language
acquisition. Language learners also have to be receptive to that input. When
learners are bored, angry, frustrated, nervous, unmotivated or stressed, they may
not be receptive to language input and so they 'screen' the input. This screen is
referred to as the affective filter. This suggests that when learners are bored,
angry, frustrated, nervous, unmotivated or stressed, they may be unsuccessful at
learning a second language. This has very practical implications for language
teachers: lower their affective filters. One problem with this hypothesis is the
difficulty in determining cause and effect: Are language learners unsuccessful
10

because they are bored, angry, and stressed? Or are language learners bored,
angry, and stressed because they are unsuccessful?
Anxiety
Anxiety is one of the most well documented psychological phenomena.
The definition of anxiety ranges from an amalgam of overt behavioural
characteristics that can be studied scientifically to introspective feelings that are
epistemologically inaccessible (Casado&Dereshiwsky, 2001). Broadly speaking,
anxiety is the subjective feeling of tension, apprehension, nervousness, and
worry associated with an arousal of the automatic nervous system (Spielberger,
1983). Traditionally, the nature of anxiety has been differentiated into trait anxiety,
situational anxiety, and state anxiety. Though no clear delineation between these
three categories can be claimed, the differences can roughly be identified on a
continuum from stability to transience, with trait anxiety related to a generally
stable predisposition to be nervous in a wide range of situations on one end, and
a moment-to-moment experience of transient emotional state on the other.
Situational anxiety falls in the middle of the continuum, representing the
probability of becoming anxious in a particular type of situation. To recognize
language anxiety in a broader context of research on anxiety, MacIntyre (1998)
observed that language anxiety is a form of situation-specific anxiety, and
research on language anxiety should employ measures of anxiety experienced in
particular second/foreign language contexts. He conceived of language anxiety
as the worry and negative emotional reaction aroused when learning or using a
second language .
11

Similarly, Horwitz, Horwitz and Cope (1991) conceptualized foreign

language anxiety as a distinct complex of self-perceptions, beliefs, feelings, and
behaviors related to classroom language learning arising from the uniqueness of
the language learning process.
The recent history of studies on anxiety in the language learning area is
remarkably influenced by two seminal papers. First, Scovel (1978) identified that
early perspectives of anxiety generated very inconsistent results concerning the
relationship between anxiety and second language achievement. Scovel
attributed the conflicting and mixed results to different anxiety measures and
different conceptualizations of anxiety. He claimed that ambiguous experimental
results can be resolved if the distinction between facilitating and debilitating
anxiety is drawn. Facilitating anxiety occurs when the difficulty level of the task
triggers the proper amount of anxiety. However, although a certain level of
anxiety may be beneficial, too much anxiety can lead to a debilitating effect,
which may lead to avoidance of work or inefficient work performance.
The complexity of anxiety is also reflected in the means of its
measurement. There are three major ways of measuring anxiety in research,
including behavioural observation or rating; physiological assessment such as
heart rates or blood pressure tests; and participants self-reports, in which
internal feelings and reactions are measured (Casado&Dereshiwsky, 2001; Daly,
1991). Participants self-reports are utilized most often in examining the anxiety
phenomenon in educational studies. Summarizing the above discussions, it is
recognized that language anxiety, a type of situational specific psychological
12

phenomenon bearing its own characteristics from language learning contexts, is

a relatively distinctive form of anxiety. Language anxiety is also intricately
intertwined with other individual differences such as personality traits, emotion,
and motivation.
Motivation
In several recent studies, self-determined motivation has been linked to
various educational outcomes across the age span, from early elementary school
to college students. Some of these studies (e.g., Daoust, Vallerand, &Blais, 1988;
Vallerand, 1991; Vallerand&Bissonnette, in press) have shown that students who
had more self-determined forms of motivation for doing schoolwork were more
likely to stay in school than students who had less self-determined motivation.
Others (e-g., Grolnick, Ryan, &Deci, in press; Pintrich ,& De Groot, 1990) have
linked intrinsic motivation and autonomous forms of extrinsic motivation to
positive academic performance. Earlier, we identified conceptual understanding
and personal adjustment as the most important educational outcomes. Several
recent investigations have focused on the relation of motivation to these
outcomes. Grolnick and Ryan (1987) and Grolnick et al. (in press) found that
elementary school students who reported more autonomous motivation for doing
schoolwork, in general, evidenced greater conceptual learning and better
memory than did children who reported less autonomous motivation. An
experiment by Benware and Deci (1984), showed similar results with college
students. Students who learned text material in order to put it to use reported
more intrinsic motiva1,ion for learning and showed greater conceptual
13

understanding than did students who learned the material in order to be tested.
Similarly, Grolnick and Ryan (1987) found that asking elementary students to
learn material in order to be tested on it led to lower interest and poorer
conceptual learning than did asking students to learn the material with no
mention of a test, even though the test condition led to short-term (less than
1 week) gains in rote recall that had dissipated 1 week later. Gottfried (1985,
1990) measured intrinsic motivation for specific subjects such as mathematics
and reading for early-elementary, late-elementary, and junior high students. She
reported significant positive correlations between intrinsic motivation and
achievement (as measured by standardized achievement tests and by teachers'
ratings of achievement). Relations between intrinsic motivation and academic
performance were also found in complementary studies by Lloyd and Barenblatt
(1984) and Haywood and Burke (1977).
Other studies have focused on personal adjustment- that is, on affective
outcomes - as predicted by motivational variables. For example, Vallerand et al.
(1989) found that students who had greater intrinsic motivation and identified
regulation showed more positive emotions in the classroom, more enjoyment of
academic work, and more satisfaction with school than did students whose
motivational profiles were less autonomous. Ryan and Connell (1989) also found
positive correlations between autonomous regulatory styles and enjoyment of
school, whereas they found the more controlling regulatory styles to be
associated with greater anxiety and poorer coping with failures. Finally, Deci,

14

Schwartz, Sheinman, and Ryan (1981) found a positive link between student's
intrinsic motivation and self-esteem.
It appears from these and other studies (e.g., Connell & Wellborn, 1990)
that students who are intrinsically motivated for doing schoolwork and who have
developed more autonomous regulatory styles are more likely to stay in school,
to achieve, to evidence conceptual understanding, and to be well adjusted than
are students with less self-determined types of motivation. It therefore seems
worthwhile to explore the social-contextual conditions that facilitate selfdetermined forms of motivation.
Strategies
The basic instrument for the current study was the speakers of other
instruments languages version of the SILL (ibid.). This is a self-scoring paperand pencil survey which consists of statements such as I start conversations
in English, or I ask questions in English, to which students are asked to respond
on a 5-point Likert scale ranging from 1 (never, or almost never) to 5 (always, or
almost always). The 50 items of the ESL/EFL version of the SILL are divided into
the following six groups: (1)memory strategies: relating to how students
remember language, such as I use flashcards to remember new English words,
or I review English lessons often; (2)cognitive strategies : relating to how
students think about their learning, such as I read for pleasure in English, or I
try to find patterns in English; (3)compensation strategies : these enable
students to make up for limited knowledge, such as I read English without
looking up every new word, or To understand unfamiliar English words I make
15

guesses; (4) metacognitive strategies : relating to how students manage their

own learning, such as I notice my English mistakes and use that information
to help me do better, or I plan my schedule so that I will have enough time to
study English; (5)affective strategies : relating to students feelings, such as I try
to relax whenever I feel afraid of using English, or I give myself a reward or treat
when I do well in English; (6)social strategies : these involve learning by
interaction with others, such as I ask English speakers to correct me when I talk
or I try to learn about the culture of English speakers. In order to probe teacher
beliefs regarding LLS, a survey was designed called the Inventory of Language
Learning Strategies (ILLS). The ILLS lists the SILLs six strategy groups, with a
brief definition Oxford (1990).
Language Learners
The author synthesizes research from various parts of the world on two
key variables affecting language learning: styles, i.e., the general approaches to
learning a language; and strategies, the specific behaviors or thoughts learners
use to enhance their language learning. These factors influence the students
ability to learn in a particular instructional framework.
Language learning styles and strategies are among the main factors that
help determine how and how well our students learn a second or foreign
language. A second language is a language studied in a setting where that
language is the main vehicle of everyday communication and where abundant
input exists in that language. A foreign language is a language studied in an
environment where it is not the primary vehicle for daily interaction and where
16

input in that language is restricted. Following the tradition in our field, the term
L2 is used in this chapter to refer to either a second or a foreign language.
The readers of this book will be primarily in the field of English as a
second or foreign language (ESL or EFL), and most of the studies in this chapter
were conducted in ESL or EFL settings. However, some of the studies cited here
focused on native English speakers learning French, German, Japanese, and
other languages foreign to them. Information about language learning styles and
strategies is valid regardless of what the learners first language is. Learning
styles are the general approaches for example, global or analytic, auditory or
visual that students use in acquiring a new language or in learning any other
subject. These styles are the overall patterns that give general direction to
learning behavior (Cornett, 1983, p. 9). Of greatest relevance to this
methodology book is this statement: Learning style is the biologically and
developmentally imposed set of characteristics that make the same teaching
method wonderful for some and terrible for others (Dunn & Griggs, 1988, p.3).
This chapter explores the following aspects of learning style: sensory
preferences, personality types, desired degree of generality, and biological
differences. Learning strategies are defined as specific actions, behaviors,
steps, or techniques such as seeking out conversation partners, or giving oneself
encouragement to tackle a difficult language task -- used by students to enhance
their own learning (Scarcella& Oxford, 1992, p. 63). When the learner
consciously chooses strategies that fit his or her learning style and the L2 task at
hand, these strategies become a useful toolkit for active, conscious, and
17

purposeful self regulation of learning. Learning strategies can be classified into

six groups: cognitive, meta-cognitive, memory-related, compensatory, affective,
and social. Each of these is discussed later in this chapter. Because this chapter
contributes to an instructional methodology book, it is important to emphasize
that learning styles and strategies of individual students can work together with
or conflict with a given instructional methodology. If there is harmony between
(a) the student (in terms of style and strategy preferences) and (b) the
combination of instructional methodology and materials, then the student is likely
to perform well, feel confident, and experience low anxiety. If clashes occur
between (a) and (b), the student often performs poorly, feels unconfident, and
experiences significant anxiety. Sometimes such clashes lead to serious
breakdowns in teacher-student interaction. These conflicts may also lead to the
dispirited students outright rejection of the teaching methodology, the teacher,
and the subject matter.
Scope and Limitations
The scope of the study is only among AB English students in UM Tagum
Campus, since it has been observed that AB English students is more fun in
learning the language and since that we are AB English students the
determination and encouragement to learn. To lighten up the point, that AB
English should develop and there should be integration to the syllabus to
increase vocabulary. Therefore a specific area is considered in this study.

18

Organization of the study

Researchers in Affective filter of ten focus on how the claims that learners
with high motivation, self-confidence, a good self-image, and a low level of
anxiety are better equipped for success in second language acquisition.
Chapter 1 presents the very nature of Affective filter that is unique in the
Philippines particularly in AB English students in UM Tagum Campus. It also
presents the factor of affective filter. It is here were some simple questions on its
origin was answered and will be the basis for a more elaborate discussion in the
outcome of the qualitative research. Moreover, bringing about all these essential
facts on affective filter would give way to why such study is necessary.
Chapter 2 discusses varied studies and readings on affective filter, anxiety,
motivation, strategies, language learning and the findings of other related studies
and features of Affective filter hypothesis.
Chapter 3 deals with design of the study, the role of the researcher and
the

participants

involved.

Data

collection

and

analysis

is

included.

Trustworthiness and Credibility of the study is explained together with its ethical
consideration.
Chapter 4 discusses the results of the study based from research
questions conducted to the participants, which would shed light on reasons
underlying the phenomenological aspects of views. These are the views
gathered from the participants involved.
Chapter 5 shows the basis of findings and its divergence of the theories
presented by sociolinguistic authors. It also discusses the explanation of its
19

implication in the practice, sociolinguistics and further research to be conducted

together with its concluding remarks.

20

Chapter 2

Affective Filter
According to Krashen(1987) one obstacle that manifests itself during
language acquisition is the affective filter; that is a 'screen' that is influenced by
emotional variables that can prevent learning. This hypothetical filter does not
impact acquisition directly but rather prevents input from reaching the language
acquisition part of the brain. According to Krashen the affective filter can be
prompted by many different variables including anxiety, self-confidence,
motivation and stress.
He further discussed that the affective filter can be a delicate
balance sometimes. Providing an activity that is engaging to the students but is
too difficult may result in feelings of failure for the students and providing
activities that are comprehensible but outside the students' realm of interest may
result in lowered motivation. Thus, providing activities that will build on students
knowledge AND challenge them at an appropriate level is the best combination
because it will build motivation and confidence.
Krashens theory provides reinforcement for what most teachers already
do in their classroom: engage students at an appropriate level and push them to
acquire more knowledge. The Affective Filter Hypothesis thus provides a good
starting place for teachers who are looking to refine their teaching techniques
and make the classroom experience more enjoyable and productive for their
students. Knowledge of the affective filter can assist teachers in heightening their
21

students self

confidence

and

motivation,

thereby increasing

language

development, and leading to a consistently positive classroom experience for

English language learners (Krashen, Stephen D. 1982).
And he state that the affective Filter captures the relationship between
affective variables and the process of second language acquisition by positing
that acquirers vary with respect to the strength or level of their Affective Filters.
Those whose attitudes are not optimal for second language acquisition will not
only tend to seek less input, but they will also have a high or strong Affective
Filter - even if they understand the message, the input will not reach that part of
the brain responsible for language acquisition, or the language acquisition
device. Those with attitudes more conducive to second language acquisition will
not only seek and obtain more input, they will also have a lower or weaker filter.
They will be more open to the input, and it will strike "deeper" (Krashen, 1987).
In order to lower students' affective filters, teachers can provide a variety
of activities and modes of instruction that will motivate students and reduce their
anxiety levels. Some of the ways that teachers can lower the affective filter are
the following: The first is provide both oral and written instructions when possible.
This will double a student's chances of completing the task correctly, thereby
lowering anxiety second is to provide activities that are interesting and intriguing.
For example, discussing world events, popular culture, or new technology can be
great ways to draw students in. And the third is to provide materials that relate to
the students' real lives when possible. For example, if the students are part of a
specialized program such as an auto mechanic program or a cooking program,
22

teachers can provide information that is related to these topics to keep students
engaged and the fourth is allow for jokes and relaxed conversation at certain
times.
Krashen goes on to explain that although a low affective filter is crucial to
acquiring language, by itself it is not enough. The learner must also be provided
with comprehensible input. This means that the information coming in
(vocabulary and content knowledge) must be understandable to the student.
When the input is understandable, but slightly outside of the students current
level of ability to spontaneously produce it, this is when the most language is
acquired (2000).
The next one is to refrain from orally correcting students. Oral correction is
generally not very effective, and it has the negative side-effect of creating a
classroom climate where students are reluctant to share ideas and answers out
of a fear of being wrong .An the second to the last is to allow students to submit
answers anonymously. They can write them on 3x5 cards or use whiteboard
markers (or chalk) to put answers on the board. When this strategy is used,
incorrect answers can be corrected without embarrassing the student who made
the error. This allows each students to see that he/she is "normal" - each person
in the class is growing and developing and still makes mistakes, just like they do.
This strategy also helps give students a feeling of success because they can also
be praised for the originality and content of their submissions. And the last one is
to reinforce the idea that language acquisition and development takes time and
that students are not expected to be perfect in the beginning stages.
23

Lin,(2008) discussed that tools have been suggested to reduce affective

filter are movies, games, and music, as these can reduce anxiety while
increasing motivation and self-confidence. This study was initiated to investigate
the use and success of these tools in reducing affective filter. However, it quickly
became apparent that a studyof factors which contribute to low affective filter
would be more informative considering the venues available for conducting this
research.
Zull (2002) state that in order for learning to occur, students must have a
low affective filter, be relaxed and feel unthreatened when learning is stressful,
the students affective filter raises, shutting down their ability to internalize
learned information. Physically when a person is anxious or fearful, the releases
adrenaline in the brain which shuts down parts of the brain which are necessary
for learning.
Shammari (2008) describes direct instruction as a process that breaks
down the pedagogical task into components. For example a typical direct
instruction grammar lesson in a language workbook might explain the correct use
of gerunds, such as ing. Then the student would be expected to complete an
exercise in which they write words with the correct gerund ending. While these
workbooks leave room for teachers to present lessons in ways that are sensitive
to students affective filter, direct instruction can often bore students and reduce
their motivation.

This affective filter is a mental barrier both teachers and

students must reduce in order to learn.

24

According to Dulay and Burt (1977). The first termed in late seventies, the
affective filter essential is like a mental wall that raises in a students head
reducing or effectively shutting of their ability to lean. The three factors that
contribute to affective filter are anxiety, motivation and self-confidence, to reduce
a students affective filter, a teacher may need to lower student anxiety and raise
motivation and self-confidence. Natural approach language methods utilize
teaching strategies that reduce affective filter automatically.The natural approach
is method of teaching in which lessons are taught through the students natural
processes of learning.
In addition Scheffar (2008) writes that children and adults generally rely
on two different learning mechanisms for language acquisition: implicit and
explicit mechanisms respectively. It is likely adult learners have the ability to
pick up language while at the same time they are more geared to learn
explicitly. In my experience, currently adult ELL pedagogies frequently utilize
language workbooks which frame learning primarily through direct or explicate
instruction. By investigating the affective filter specific to adults, I hope to
examine how this aspect of SLA applies to adult language learners.
Anxiety level in learning English
According to MacIntyre (1995) anxiety as the transient emotional state of
feeling nervous that can fluctuate over time and vary in intensity. It is a
subjective feeling of tension, apprehension, nervousness that is associated with
an arousal of the autonomic nervous system and would interrupt the normal
operation of the mental and physical constitution, including the process of foreign
25

language learning. In reviews of earlier literature about foreign language anxiety,

both psychologists and linguists reaffirm the correlation between anxiety scales
and measures of achievement.
A study conducted by Woodrow (2006) found that English language
learners from Confucian Heritage Cultures (CHCs), the interpersonal network of
language

contacts,

including

academic,

family,

and

social-institutional

environments have a seemingly positive effect upon developing language

competence and bilingualism. Foreign language anxiety seems to be the
common experiences among EFL learners.
Krashen (2000) shows that students who are highly motivated, have a
strong sense of self, and enter a learning situation with a low level of anxiety are
much more likely to be successful language acquirers than those who do not.
Students who have a low level of motivation, low self-esteem, and high anxiety
will encounter a wall when it comes to acquiring language and will not be able to
progress as naturally or as quickly as their peers who are not blocked by these
factors.
Krashens achievement motivation is found to be positively correlated to
risk taking, persistence, and competence while negatively correlated to test
anxiety. Meanwhile, many EFL learners self-reported to be more instrumentally
than integratively motivated. As reviewed, both anxiety and motivation play an
important role in affecting language learning outcomes. Even so, studies on
language anxiety and motivation simultaneously in a language learning context
seem to be relatively scant so far. Thus, more research is called for in this area to
26

determine how and to what extent foreign language anxiety and motivation
interact with each other to affect language learning outcomes (K. Lee, 2010).
In addition, Krashen (1981), when language learners are anxious, input
may not reach the acquisition part of the brain. Anxiety is a contributing factor to
the development of a learners affective filter. When a language learners affective
filter is high, they will have more difficulty acquiring language. The high anxiety
has also been found to reduce performance on listening tasks. Foreign language
anxiety has been strongly correlated to unwillingness to communicate in
language class. When self-confidence and motivation are weak, students will
have more difficulty in learning language. He found that immigrants who had
negative emotions related to their moving to the United States progressed slower
in their learning of English then their counterparts who had more positive feelings
towards their move. He contributed the students slow progress to their
motivation and self-confidence. Using curriculum that is culturally relevant and
interesting

to

the

students

can

engage

them,

motivating

to

learn.

Elkhafaifi( 2005).
In another study, Mahmoodzadeh (2012) employed a selfdesigned version of and investigated EFL anxiety among Iranian EFL learners
particularly speaking skills anxiety and its relationship with learners' gender. In
terms of the gender differences, the results suggested that the female
participants were found to be a follow-up study, Mahmoodzadeh focused on
monolingual EFL learners' anxiety in context. The findings, highlighting language
classroom anxiety, indicated that mixed-gender classrooms can be considered as
27

an anxiety-provoking teaching context in Iran, since the presence of the opposite

gender in EFL classrooms was found to cause statistically significant amount of
language anxiety among the learners.
As Horwitz (2001) argued, anxiety is a complicated problem and
could make peoples normal performance, especially in a foreign language
classroom, particularly stressful.He stated that anxiety is the subjective feeling of
tension, apprehension, nervousness, and worry associated with an arousal of the
autonomic nervous system .Anxiety is a kind of mental problem that may not be
found or noticed easily.
The second language anxiety depend on the operational definition of this
term used by each author, language anxiety can be defined as the feelings of
tension and apprehension specifically associated with second language contexts,
including speaking, listening, and learning(Gardners, 1994).

Bailey,

Onwuegbuzie (1999) state that many second language researchers have long
been aware that anxiety is often associated with the success of target language
learning, and verified the effects of anxiety on foreign language learning. They
found that students who have low expectations of their foreign language ability
tend to have low levels of foreign language achievement, which may reflect an
accurate perception of their foreign language. Second language learning does
appear to involve relatively high levels of anxiety. Such anxiety may determine
perseverance, motivation, and interest in studying a foreign language. More
recent research has established that second language acquisition is related to a
high level of anxiety in comparison with other university courses.
28

Linguistic Environment
According to Winiewski(2007), Language has been studied by scholars
dealing

with

practically

all

the

liberal

arts

such

as

psychology,

pedagogy, linguistics and philosophy. Some of the recent trends in language

studies have focused on the correlation between the biological processes of the
brain and language neurolinguistics, as well as the mental processes occurring in
mind and their influence on the linguistic system cognitive linguistics. Lately also
the relationship between the peoples environment and their language arouse
linguists interest.
Huttunen (2013) state that they explored variation in the linguistic
environments of hearing children and how it was associated with their early
bilingual language development. Additionally, large variation was uncovered in
both the amount and type of language input and language acquisition among the
children. Language exposure and increases in productive vocabulary and
syntactic complexity were interconnected. Language acquisition was found to be
more dependent on the amount of exposure in sign language than in spoken
language. This was judged to be related to the status of sign language as a
minority language. The results are discussed in terms of parents language
choices, family dynamics in Deaf-parented families and optimal conditions for
bilingual development.
Rod Ellis(1987) point out that lends support to the hypothesis that the
distribution of grammatical variants in learner speech is sensitive to linguistic
context. Two of the subjects produced target language variants of the two
29

structures more consistently after pronoun subjects than after subjects containing
a noun. The learners also acquired the target language variants in pronoun
contexts before noun contexts. The study also provides some evidence to
suggest that learners who appear to have acquired a particular feature may not
in fact have done so if the criterion of acquisition is the ability to conform to the
variable norms of a native speaker.
Schmidt (2001),also mentioned that learners need to notice that there is
something new in the linguistic environment. Internally driven learners may
notice the gap between what they are able to express and what they want to
express. Externally driven learners may notice the gap between their language
and that of their interlocutors, or through explicit instruction from a teacher.

Social learning
In social learning theory states behavior is learned from the environment
through the process of observational learning. believes that humans are
active information processors and think about the relationship between their
behavior and its consequences. Observational learning could not occur unless
cognitive processes were at work. Social learning theory combines cognitive
learning theory (which posits that learning is influenced by psychological factors)
and behavioral learning theory (which assumes that learning is based on
responses to environmental stimuli). Albert Bandura integrated these two
theories and came up with four requirements for learning, this integrative
approach to learning was called social learning theory.
According to (Albert Bandura,1977) Social Learning would be exceedingly
30

laborious, if people had to rely solely on the effects of their own actions to inform
them what to do. Fortunately, most human behavior is learned observationally
through modeling: from observing others one forms an idea of how new
behaviors are performed, and on later occasions this coded information serves
as guide for action.
In additional, social learningin psychological theory, learningbehaviour that
is controlled by environmental influences rather than by innate or internal forces.
The leading exponent of the concept of social learning, often called modeling, is
the American psychologist Albert Bandura, who has undertaken innumerable
studies showing that when children watch others they learn many forms of
behaviour, such as sharing, aggression, cooperation, social interaction, and
delay of gratification. In Banduras classic study of imitation learning, children
who saw a model punished for aggressive behaviour tended to exhibit fewer
aggressive responses than children who saw the model rewarded for such
behavior ( Bandura, 1977).
Sociolinguistics
Bucholtz and Hall (2008) point out that development and spread of
sociolinguistics , along with this course analysis, conversation analysis, and
many other approaches, has created an interdisciplinary foundation for the study
of language, culture and society. These fields do not come together under a
single disciplinary banner but farther forge an alliance or coalition that fosters
dialogue and collaboration between complimentary approaches.
31

Walt Wolfram (2007) also discussed that sociolinguistics is practiced

across multiple disciplines with differing agendas, objects of research, and points
of origin. Irrespective of the discipline, one linguist clearly stands apart for his
many contributions. As a tribute to Wolfram, Robert Bayley and Ceil Lucas edited
the book reviewed here, an accessibly written selection of articles that clearly
reflect the honoree's wide range of contributions. Hence, it provides a useful
survey of variation practice for 'students of linguistic variation, the intended
audience.
However, Jaworski(2009) Sociolinguistics is now a broad and vibrant
interdisciplinary project working across the different discipline that were its
origins. Topics covered include dialects, gender, and age specific speech forms,
professionals jargons etc.
Ammon(2006) also mentioned that sociolinguistics and language and
society are terms that are often used interchangeably to refer to an
interdisciplinary field of research in which linguistics and sociology, and other
human sciences join together to study verbal and other human conduct; but in
fact their definition is highly controversial matter.
He further state that sociolinguistics is the study of how language serves
and is shaped by the social nature of human beings. In its broadest conception,
sociolinguistics analyzes the many and diverse ways in which language and
society entwine. This vast field of inquiry requires and combines insights from a
number

of

disciplines,

including

linguistics,

sociology,

psychology

and

anthropology. Sociolinguists also examine how language and society have

32

interacted in the past. (Blackwell, 2000)

In additional for that "Every language accommodates such differences as
a non-discrete scale or continuum of recognizably different linguistic 'levels' or
styles, termed registers, and every socially mature speaker, as part of learning
the language, has learned to distinguish and choose among places on the scale
of register." (Blackwell, 2000)
Holmes,(2001) state that sociolinguistics is the study of the relationship
between language and society. Sociolinguistics can help us understand why we
speak differently in various social contexts, and help uncover the social
relationships in a community. For example, you probably wouldn't speak the
same to your boss at work as you would your friends, or speak to strangers as
you would to your family. Sociolinguistics may also wonder whether women and
men speak the same as each other.
Trudgill (2003)also discuss that sociolinguistics includes anthropological
linguistics,

dialectology,

geolinguistics,

language

discourse
contact

analysis,

studies,

ethnography

secular

of

linguistics,

speaking,
the

social

psychology of language and the sociology of language."

He state that the standard way in which sociolinguists investigate
language use is by random sampling of the population. Sections of the
population, known as informants, are then tested to see the frequency with which
they produce particular variants. The results are then set against social indices
which group informants into classes, based on factors such as education, money,

33

occupation, and so forth. On the basis of such data it is possible to chart the
spread of innovations in accent and dialect regionally (Macmillan, 2000).

Chapter 3

Methodology

34

Discussed in this chapter is the methodology used in this qualitative study.

This includes the research methods and design, role of the researcher,
informants of the study, the method of data collection, data analysis,
trustworthiness and credibility, and its ethical consideration.
Research Design
This introduces the methodology used in this investigation on the
query in finding out the perception of the AB-English students in speech and oral
communication. The investigation involved 24 AB- English students, whose
backgrounds were based on the school they attend to. The approach to this
investigation was qualitative. One form of qualitative study is phenomenological
study. The Phenomenological study describes the meaning for several individuals
of their describing what all participants have in common as they experience a
phenomenon (Creswell, 2007).

Raagas

(2010)

emphasized that this design would look into the multiple perspective of the
situation and make generalizations of what is something like. In this design, it
depends almost exclusively on lengthy interviews with carefully selected sample
participants.

Furthermore,

Moustakas

(1994) pointed out that principles in phenomenological research have a necessity

of treating experiences and behavior as integrated parts of the single whole.
Silverman (2000) mentioned in his work that methods
used by qualitative researchers exemplify that they can grant a deeper
understanding of social phenomena. In these sense, deep understanding
commence in inner experiences and language.
35

Merriam, et al, (20000 added that in the phenomenological study, it

addresses the common questions of everyday experiences believed to be
important sociological or psychological phenomena of the typical group of people
wherein it focused in describing the incidents from the perspective of those who
have experienced it.
Denzen and Lincoln (2000) pointed also that the observers focus is on
how members of the social world apprehend and act upon the objects of their
experiences as if they are things separate and distinct from themselves.
This study concentrated on how the participants deliver it well and speak
the language learning that they have in schools. We noted down participants
comments and behavior during the course of the study to further add to the data
supplied by the participants. The participants had a series of focus group
interviews that will be patterned on the research questions. A simulation is also
conducted in finding out the very nature of their speaking skills and how it deliver
well during conversation. Below is an explanation and description of the
methodology, beginning with participants. The data collection procedures and
data analysis are also described.

Role of the Researcher

In this study, we took down the role of the moderator and a speaker in the
discussion. According to Dornyei (2007) in focus group interview the interviewer
is usually referred to as the moderator, and this special name reflects the fact
that the researchers role differs from that in one-to-one interviews. He added
36

that although they still need to ask questions, during the session they need to
function more as facilitators of the discussion than as interviewers in the
traditional sense. Because the dynamic of the focus group and In-depth in one of
the unique features of this method, the researchers role inevitably involves some
group leadership functions, including making sure that nobody dominates the
floor and that even the shyer participants have a chance to express their views.
As a speaker, we presented our personal account on this study in the
discussion since we are AB- English students and also we are using the same
language learning. We had also had a personal knowledge as to the process.
Research Participants
In this phenomenological study, the participants were taken from
representations of AB- English in the academic learning. According to Dornyei
(2007), the size of a focus group interview ranges into 24 people. Fewer than six
people would limit the potential of the collective wisdom whereas too large a
size makes it difficult for everyone to participate. When designing a focus group
interview, the two key technical questions to decide are (a) whether to have a
homogeneous or heterogeneous people in a group; and (b) how many groups to
have.
There were representations of AB- English students, the said division was
based on the particular college school. As to the process we select AB- English
students, for we all know that this study can help them become more competent
and fit to it.
Ragas (2010) suggested that a purposive sampling of five to twenty five
37

individuals will be used in the phenomenological study. The number of

participants in the study will be 24 in 4 groups. Each shall have 6 AB students. In
this study, it is within the suggested range number of participants.
Data-gathering Procedures
The following steps were employed in gathering the data:
First, through purposive sampling technique, the participants were
identified. They were requested to sign a consent form and agree to the condition
stipulated that their participation is voluntary and that they were willing to impart
their knowledge as needed in the study.
Second, the participants were given an orientation about the study and
were asked to participate through a focus group interview as a means of data
collection. The process started with an introductory phase, in which the
moderator welcomes the participants, outlines the purpose of the discussion and
sets the parameters of the interview in terms of length and confidentiality.
Researcher also spent some time explaining why they recorded the interview and
what sort of technical issues this raises in a group discussion (particularly talking
one at a time). Finally, it is important to emphasize that the discussion is about
personal views and experiences therefore there are no right or wrong answers
(Dornyei, 2007).
The focus group interview aimed to gather data that answered the query
one (1) What motivates students to learn the English language? The conduct of
the focus group interview was based on the suggestion given by Dornyie (2007)
from his book Research Methodologies in Applied Linguistics.
38

According to him, the actual discussion follows broadly the interview guide
but even a semi-structured guide does not usually contain more than 5-10 broad,
open ended questions accompanied by a few closed-ended questions. After all,
the strength of this format is the discussion that emerges about a broad topic.
The moderator steered the discussion by using probes and body language
and gesturing are effective devices to control the flow and keeping the group
focused. Particular care were taken to also allow socially less desirable views to
be voiced because in a group session respondents may be more reluctant to
share-dispreferred answers than in a one-to-one interview.
In the concluding-phase, the moderator needed to ask if there are any
issues or concerns that require further discussion or have not yet been
addressed. Because of the group nature of the session we also need to include a
short winding down phase and some positive feedback so that nobody leaves the
session being dissatisfied with themselves or with the social image they may
have projected.
Third, to answer query number two (2), how effective are the strategies of
teachers to lessen the anxiety of students in learning English? People often
experience a general state of worry or fear before confronting something
challenging such as a test, examination, recital, or interview. These feelings are
easily justified and considered normal. Anxiety is considered a problem when
symptoms interfere with a person's ability to sleep or otherwise function.
Generally speaking, anxiety occurs when a reaction is out of proportion
with what might be normally expected in a situation. If you feel helpless, deny or
39

run away, or, worse yet, blame yourself for the problems, you will have a high
level of distress in the long run (Kleinke, 1991). And also to lessen the anxiety
level is to maintain their positive appearance in their learning community and with
their own views as individuals. And because of the strategies that a teacher
posses in his teaching it became more valuable important and effectively
superior to students in their learning process.
Trustworthiness and Credibility
When we conducted the qualitative research, we put into account the
responses of our informants. We also meticulously consider all the details of the
data. We checked and rechecked all the transcriptions and the importance of the
data that relate to each other on their themes.
To establish trustworthiness and credibility in the study. Creswell and Miller
(2000) suggested the choice of legitimacy of the procedures. The discussions
about trustworthiness are governed by the research lens and its paradigm
assumptions that can help the procedures in the study. I contend that in this
study, the plausibility is determined by the response of the informants. Silverman
(2007) posed the questions on Does it matter? and How is the credibility be
sustained and recognized?

Credibility

is

an

evaluation of whether or not research findings represent a credible conceptual

interpretation of the data drawn from the participants original data according to
Lincoln &Guba (1985). To address credibility, we used three techniques. First, we
presented the credibility of the experiences as an intent of truthfully illustrating
knowing the facts which are phenomenon in which our participants are included.
40

Second, in designing the research procedure, we conducted a focus group

discussion which extracted ideas on the students effective filter hypothesis and
also its process and systems how it is being used. Third, we deliberately asked
the informants of what are the problems of their language learning skills during
conversations. Our intention here was to create layers of data from each
participant.

According

to

Lincoln

&Guba,

(1985) this technique will provide a richer and credible data.

Taking the post of phenomenological,
we answered the question on Does it matter? Denzin& Lincoln (2000)
suggested on the legitimating of crisis which makes the problem as traditional
criteria for evaluating and interpreting qualitative research in which the source of
the crisis is in the linguistic turn. Colton & Covert (2007) further added that in
this principle, it could include scientific text within its category. In this aspect,
qualitative approach in credibility is evaluative. In this study, we held on, the
informants best answer that reflected in response to this study.
Transferability is the degree to which the
findings of this inquiry can apply or transfer beyond the bounds of the project
according to Lincoln &Guba, (1985). To address transferability in this study, we
have included in the Appendix about several of the data analysis documents
used to give answer to the research question in order to gain access to the
possible inquiry. This will give other researchers the facility to transfer the
conclusions or recommendation as bases for further study.
Dependability is an assessment of the quality of the
41

integrated processes of data collection, data analysis, and phenomenal

explanation. Confirmability is a measure of how well the inquirys findings are
supported by the data collected according to Lincoln &Guba (1985). To address
the issues of dependability and confirmability in this study, we bank on an audit
trail of the participants responses wherein their identity were treated with
confidentially. After the video and audio tape was transcribed, the text were
given back to the respondents for authentication and were asked to sign a
verification form. For confirmability, we asked the audit of a competent peer who
is language teacher and a Master in Applied Linguistics in Australia. After the
completion of our data analysis, the results in Chapter Four, and the discussions
in Chapter Five, our auditor had assessed carefully our audit trail with original
transcripts from the interview, data analysis documents. The auditor had
assessed the dependability and confirmability of the study by signing the
verification letter.
Ethical Considerations
Teacher is a molder to us and as well as our second mother in school, it
assess the confidentiality of the students in every parts of the language learning
in students. We made in a point that AB- English students is discussed
academically and are essential to the topic effective filter hypothesis.
Graciano and Raulin (2010) considered ethical consideration as the
integral part of the research design process. Silverman (2007), added that ethical
considerations can be clarified by consulting the ethical guidelines of ones
professional association.
42

The questions during the focus group interview and In-depth were also
considered to suit on the social and learning backgrounds of the participants.
Individual differences were also considered to assure that the participants were
not a problem during the data gathering.

1. What motivates students to learn the English language in UM Tagum

Campus?
The following are the accounts of the experiences that motivate students
as they go through learning English language.

43

English as a means for communication

Communication is simply the act of transferring information from one
place to another the students expressed their thoughts, ideas, and feelings using
English language as their means of communication. They give them more
confident in communicating with others especially the people in politics and all
the people around them. They feel comfortable, fluent and knowledgeable.
Participant C expressed:
Ive always been fascinated by the English since I
was kid, so every time I used English as a means of
communication I am really happy, I also find it
challenging because every time well, maybe not every
time, most often than not when I used

it. (FGDDC

01_01)
Participant B also shared:
My experience in dealing with English language is
that at first, I felt very nervous because of course, if you
dont have the knowledge, if you dont have this information
about how to use or how to communicate with other people
within the proper usage of English language you are looser.
(FGDDB 01_01)

44

Communication is a field of information despite the ancient roots and

growing profusion of theories about communication, there is not a field of study
that can be identified as communication by using English language.( Robert T.
Craig, 2000)
English as an International language
An international language is a language meant for communication
between people from different nation who do not share a common native
language. One of the major roles in students is that from learning through English
language to English is an International language. The respondents expressed
that they are indulged in learning and determined to go beyond perfection in
competing and expressing their language internationally.
Participant B expressed:
Yes and you have the advantage, when you know
how to speak English because you are flexible enough to
communicate with other people all over the world.

Participant C also disclosed:

45

And for me, first it is hard to but if you start learning

English language was fun and also in yourself you are also
be challenged by speaking language in communicating.
There has been a growing interest in the development of English as an
international language (EIL). EIL implies a new way of communication across
different nationalities and cultures through the medium of a common language.
The emergence of EIL and World English is undoubtedly linked to the
phenomenon of globalization and it is often stigmatized in the traditional ELT
context, which is still dominated by native-speaker standards. (F.Sharifian 2009 )
English as a medium of Instruction
Teacher uses second language as their medium of instruction in
participating and assessing and facilitating the students in learning. Students
tend to feel funny but somehow they also learned from it. And the medium of
instruction is the language used by the teacher to teach, teaching the language
through the target language increases the amount of exposure the learner gets to
it, and therefore to develop their control of it.
Participant A expressed:
So

far

as

use

the

English

language

for

communicating with my classmates and others it is very fun

and somehow Im still learning from my teachers from the
guys and girls that with me during conversation.
46

Participant E also added:

In reporting is English language especially our
English subject so when we use English language it could
motivate us to make our speaking skills more fluent and
more understandable.
Afrikaans or German educational system to English L2MI was made in
1990.
Norris (1999:12) states that it is normally accepted that teachers generate their
own educational theories from their personal teaching, reflection on that teaching
and self-analysis.
Table 2
Themes and Core ideas on Academic Experiences of Students from
English Language
Frequency of
Responses
English as a means for
General
Communication
Major Themes

Typical

Core Ideas
I am really happy, I always find it
challenged to attain or to be at the
same level, generally its part of
using the language as a means of
communication
I am student of AB English, this
enhances me of what I am today.
Its really good whenever my friends
we use English language as our
second language.
It gives us more confident in
communicating with others.
You are able to form relationships
and bonds with a lot more people,
just using your own native
47

language.

Variant

I believe as long as you can

understood and able to like express
your ideas Its okay.
Its very disappointed for me
because she cannot understand me
by just saying those simple word.
A speaking language English is so
hard for me, sometimes when you
communicate other people and
wrong grammar your pronunciation
make everybody laugh.

English
as
an
International Language

General

Typical
Variant

Anywhere in the world you can

communicate by using English
language especially the foreigners.
You are able to form relationships
and bonds with a lot more people.
When we apply in abroad we can
easily communicate and apply and
approach other nationalities.
When you know how to speak
English you are flexible enough to
communicate with other people all
over the world.
By just using it makes us
comfortable and can easily to talk
with other people like foreigners.
I feel so popular when I used it.
I feel so happy talking with some of
my friends in other country.
We have now the edge.

English as a medium of
instruction

General
We learn when our teachers are
speaking an English language just
like in the classroom.
Exposed yourself in speaking in
front of your teachers, classmates
48

and etc.
Its always fun to be speaking
English with your classmates
because you tend to make words
that are unbelievable.
Typical

Variant

Whenever our teachers gives

reports and all of the sudden
English.
Sometimes
I
understand,
sometimes I feel confusing.
I feel intimidated.

1. How do students dealt with their academic performances when it

comes to English language?
The students should be more aware of the different techniques they
had , the experiences in their academic journey. These experiences have
brought students significant impact in their social and physical attributes
in the field of English language. Their experiences in different field of
speaking, like seminars, meetings, that enhance their knowledge,
Reading as a techniques
In dealing with other people he/she should have the knowledge or
techniques in interacting with people by using English language. Their capability
of meeting people, how they handle situations when it comes to speaking and
how they use it. The ability to read is as important today as it ever was, and

49

being able to read fluently is very different from wanting to read at all. In so many
aspects of our life we still need to read, a need technology cannot replace.
Participant C simply expressed:
By using English I am able to form relationships and
bonds with a lot more people.(FGDDN 03_05)
Participant D also added;
Practice it every day, read lots and lots of books, so
that it gives us more confident in communicating with others,
we have the weapon to face them using English language.
(FGDDN 02_04)
Participant E also expressed:
Just by reading books watch movies, films and etc will
be able us to be knowledgeable in speaking English
language.( FGDDS 01_02)
Good readers expect to understand what they are reading. Therefore ,
texts should contain words and grammatical structures familiar to the learners
(Duzer,2001). Teachers can introduce key vocabulary in pre-reading activities
that focus on language awareness, such as synonyms, antonyms, or associated
words.
Teacher as a model speaker
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Teacher is a main source of everything, just the way they teach us, the
way how they speak in front of the class, how they deliver it well their speaking
skills, their grammar, because through them we may able to learn something
new, something better that will help us in near future, even if sometimes they
commit mistakes of course they also clarify and evaluate it. And to be in general
teacher is our model speaker because our teacher is the one who teach the on
how to use the proper language and grammar.
Participant A openly shared:
We learn when our teachers are speaking an English
language but some point it is very disappointing for some of
our professors are not very inclined in speaking English and
all the time that my professor is grammatically error and its
very disappointed in our part as a student that we are doing
our best to speak an English language. (FGDDS 01_05)
The general conception of the native speaker is the infallible or perfect
teacher of his or her language, which this paper seeks to redress, certainly
influenced the above statement. These factors add a more relevant dimension to
any meaningful ELT programmed than just

the status of a native speaker.

(Bangbose, 2001)

Table 3:
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Themes and core Ideas on how students learning the English

language

Major Themes
Reading as
technique

Frequently
Responses
a General

of

Core Ideas
In learning English language in the classroom
would greatly help us in the future and even in
the present, especially for the future educators.
Reading help us to develop our mental aspect
especially in learning English when it comes on
how to interpret the things and to become a
globally competent since English language is
the Universal language so it needs us to
involve in the modern world.
Actually I always read a book thats why
learning English in the classroom is important,
because as we know it is one of our subjects in
the school and to be learning in speaking the
language I always keep on reading.

Typical

So, to overcome problems when it comes to

speaking English, for me is to read books, for
us to be knowledgeable speaking in English
language.
When I read novel I dont have any control the
author to use a certain words, so the word Im
actually clueless I do researching and figure it
out what this certain words means.

Variant

As what Chizz said read lots and lots of

books watch films, movies, even think in
English.
For me it is really fun and its really hard when
the time that I speak English my classmates
laugh at me.
Practice more..

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Teacher General
s
as
Model
Speaker

Here are some teachers who teach me a lot

and learn more about wisdom in using
English language and to be general I
learn a lot of things from my other
classmates especially to my professors.
I make it general, some teacher made me feel
satisfied with how they used the language in
facilitating the class.
Also you should speak English language in the
society, you should exposed yourself speaking
in front of your friends.

Typical

I admire for those teachers that who are oblige

to speak in English.
For those students report in the front, we didnt
allow to speak a vernacular I admire them
because in the way we can learn and we can
train our self to use a correct grammar.
Also youre not afraid to communicate with
other people and learned to socialized others,
by influencing from our teachers.

Variant

My feeling is very fun because there is a

professor is always using English and in
explaining some example I really dont
understand because as I said he is
grammatically wrong.
To be frank, there are some teachers are not
good in speaking English language.

Students Anecdotes

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Students admire those teachers who are obliged to speak in English

especially who report in front of their classmates, they admire in the way they
learn and train their self to use a correct grammar. There are also some teachers
to teach a lot and learn more about wisdom in using English language and to be
in general they learn a lot of things even from their classmates, even though
there are some teachers are not good in speaking English language.
Although its quiet difficult because there are different teachers and they
have different way of facilitating the class, in general teacher made them feel
satisfied with how they use the language in facilitating the class, others are sadly
did not know somewhat disappointed them.
SUMMARY
This part has laid down the experiences of the students who are in the
anxiety level of speaking English language. The emotion, feelings and insights of
the participants were being considered through the process of Interview and
Focus group discussion. The participants were coming from the students of
University of Mindanao Tagum Campus. The study was qualitative in
phenomenological approach.
The participants shared their insights of their academic experiences
through using English language at the classroom even home.
Chapter 5
Discussions and Conclusions

54

This chapter presents the result of discussion of the study including the
conclusions and the implications for future research on their teacher as a
linguistic model as part of their academic journey, and how they deal with their
observations and their insight are the focus of this qualitative research.
The objective of phenomenological study is to define, understand and
document the experiences and observation of the students in term of their
speaking by using English language as a second language. Furthermore, the
investigation aims not only to account and to documents the experiences of the
participants from their teachers but also to have deeper analysis of their
observations and feelings being a student.
Phenomenological study as mentioned by de Marris (2004) is to attain first
person description of some specific domain of experience. In an interview, the
researcher becomes the learner and the participant is considered the expert.
Thus, in the discussion, the participant plays the most important role in the
discussion.
The participants of the study were the students who are from AB- English
in University of Mindanao Tagum College. The participants through an in-depth
interview and Focuses Group Discussion shared their experiences in academic
journey. In order that the participants will not have apprehension and reservation
in sharing their experiences, we explained to them the confidentiality and ethics
in the conduct of investigation. However, the participants were carefully selected
on each year level based on their academic performance in order that peculiar
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and various experiences were shared as inputs of this Qualitative research. The
interview and Focus Group Discussion were guided by research questions and
interview guide questions.
In conjunction to this, our interview and Focus Group Discussion is divided
into 3 sets. Each set is composed of Five (5) AB- English students coming from
different levels, a total of 15 students. We select a good and intelligence
participants to make our research readable to the audiences.
What motivates students to learn the English language in UM Tagum
Campus?
Motivated enough to strive for excellence and most willing interested to
broaden their knowledge with the English Language; Motivates students to learn
the English language to more on practice, English is the one of our
communicating language and International language as well. Those students
who are intrinsically motivated for doing school work and learning English
language and who have developed more autonomous regulatory styles are more
likely to stay in school, to achieve and to be well adjusted than are students with
less self determined types of motivation.
During our interview of one of the themes being expressed is English as
a means for communication the students expressed their thoughts, ideas, and
feelings using English language as their means of communication. They give
them more confident in communicating with others especially the people in
politics and all the people around them. They feel comfortable, fluent and
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knowledgeable. The participants shared their feelings when communicating using

English language they always been fascinated by the English, so every time they
used English as a means of communication they are really happy, they are also
find it challenging because every time well, maybe not every time, most often
than not when they used it. And others are saying that there are also nervous to
communicating other people using English language, one of the participant state
that its gives more confident in communicating with others by using English
Language.
Another themes emphasized is the English as an International
language. An international language is one of the major roles in students is that
from learning through English language to English is an International language.
The respondents expressed that they are indulged in learning and determined to
go beyond perfection in competing and expressing their language internationally.
One of the participant state that learning English is help us to develop our mental
aspect when it comes how the thing it help us to become a Globally competent
since English language is the International language so it need us to involve the
modern world, like we tend to be updated, we tend to be aware of what is
happening in our country, so its really helpful us to study in English language
since this is our International language.
English as a medium of Instruction is also themes being expressed.
Teacher uses second language as their medium of instruction in participating and
assessing and facilitating the students in learning. This means, the medium of
instruction is the language used by the teacher to teach, teaching the language
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through the target language increases the amount of exposure the learner gets to
it, and therefore to develop their control of it. And English teachers need to learn
how to do their medium of instruction to a indifferent contexts since they are
immersed in a very complex teaching scenario where different knowledge and
learning. So, another one of our participant state that In reporting by English
subject we use English language it could motivate us to make our speaking skills
more fluent and more understandable.
How do students dealt with their academic performances when it comes to
English language?
In academic performances by using English language the students should
be more aware of the different techniques they had by using English language,
the experiences in their academic journey. Another set of interview are being
straight forward with regards to their ideas and experiences in each the question
we say, the participants answer the questions honestly based on their
experiences and observation in their classroom settings. These experiences
have brought students significant impact in their social and physical attributes in
the field of English language. Their experiences in different field of speaking, like
seminars, meetings, that enhance their knowledge.
One of the themes being mentioned in our focus group discussion is the
Reading as a techniques, which their capability of meeting people, how they
handle situations when it comes to speaking and how they use it. So reading is a
technique on how to handle situation in conversation with other professional
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person and to communicate other especially to the teachers. There is a one

participants state that Practice it every day, read lots and lots of books, so that it
gives us more confident in communicating with others, we have the weapon to
face them using English language.
Teacher as a model speaker also one of the theme being opened in
every group we had interview. We all know teachers is the one who teach us on
how to use a proper language and grammar, they teach us, the way how they
speak in front of the class, how they deliver it well their speaking skills, their
grammar, because through them we may able to learn something new,
something better that will help us in near future, even if sometimes they commit
mistakes of course they also clarify and evaluate it. And one of the participants
shared his feeling with their teacher who teach them a lot and learn more about
wisdom in using English language and to be in general he learn a lot from other
people on how to be a proper person well.

Conclusion
This phenomenological study deeply examines the anxiety level of the
student using English language and the improvement of communication skills of
the students. The participants who are in the anxiety level honestly and openly
shared their observations regarding on their speaking using the English language
being influenced by the teachers.

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This interview reveals that the students who are influenced by the model
speaker and tend to use the English language during reporting for them to
practice the second language and continuously develop their self confidence that
enable the students to face the people feel comfortable in using the English
language. Thus, a teacher who has a command in English finds an easier way to
initiate the communication by using the English language. A teacher as a model
speaker encourage students to be fluent and critical as well as they used the
language. However, the knowledge of English and the appropriate way on how to
use language are one to be focus on students learning.
Furthermore, the English language is complicated; it contains many rules
to learn the use the correct grammar. As we develop new technology, our
vocabulary must develop; new words are created to express our latest ideas and
lifestyle. Just as the people who use English language as means of
communication, when we use accurately and clearly; a person can share their
feelings, thoughts and emotion with the use of words. Therefore, we must learn
and use the current rules the best as we can. We must contemplate how we
communicate through English language.

Implication for practice

60

The study discloses facts of the teachers as a linguistic model and the
anxiety level of the students. The teachers performances could challenge and
enhances students capacity to communicate with the other people in good
command of the English language and probably increased the students
confident.
Language Teachers. Language teachers are the experts in language
teaching. They know the rules of a language as well, they are fully equipped with
the basic knowledge theories and foundations of language teaching that would
help shape and mold the student knowledge, comprehension and command of
the language.
AB-English Students. The liberal art students study a wide range of
subjects under the field of arts and humanities, to become experts in the fields of
literature, linguistics and language teaching. They are molded to be a wide
readers, writers and effective communicators by using the English language.
They are nurture to be critics, learned in the arts of tapping their artistic sides.
Thus, releasing their expansive creativity and putting it into good news for the
benefit of humankind.
Linguists. Linguists are scholars of language. They theorized the affective
filter hypothesis and conduct in-depth studies about language in krashens
theories. They explore the intricacies of phonology, syntax, semantics,
morphology and pragmatics. They formulate linguistic rules and give guidance in
the proper usage and understanding of languages.
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Implication for Future Research

The result of the study generates of new data that would possibly be
utilized and provide concrete explanations for future study.
The study serves as an avenue for further investigation like discussing on
how the teachers become a linguistics model, does the fluency of the teacher
affects the development and improvement of the students using English
language as a second language and how students observed their anxiety level.
Thus, the study conducted focus on this scope.
Since the participants of the study were private students it is
recommended that an investigation be done also among students from public
school. But we rather choose to conduct our study to the school where we in for
us to easily conduct an interview, easily find our participants and feelings
comfortable to our participants and also less expensive.
Finally, the study we conducted gathered lots of factual informations
opinionated ideas and instances that could be proved that with the help and
influence of the teachers, students can holistically improve. Although, it is done in
a different set of participants but their insight are quiet the same.

Concluding Remarks

62

As a researcher we agreed with the opinions and experiences shared by

the participants considering that we are both an AB- English student in Um
Tagum Campus that somehow knows our competence that one contributor of it
are our teachers. Yet, we believed that believing them as our model can pursue
our dreams in life.
As we prepare of our incoming interview with our selected students for our
study, we felt doubtful if how can we manage the flow of group discussion. There
is also this kind of a feeling of intimidation, since we all know that some of our
interviewee who are intelligent and knowledgeable. At first, when we conduct our
interview we felt nervous and tense because we dont have any idea on how to
start the interview. A day before the time for interview, we under of practices in
delivering our statement on how to use and pronounce it properly. But as the
interview goes on the idea of the participants are very understandable for use the
researcher. And being a researcher, we are very happy to hear and sense that
the topic is common but it digs more attention.
The interview has deepened and broadens our understanding and also it
makes us challenged in several ways in pursuing our commitment in the sense of
communication and language, grammar and usage which help us better to
understand. We believe that the part of the learning has its ups and downs, there
is no perfect learning of student but by encouraging ourselves to aim our
competence we can make it by not considering the challenges and trials as the
way to end a dream. In order to become a determined individual as we process
our success in the future, we always believe that it is not about having a high
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competency but having a strong determination in life for one to be successful to

the field we choose.

I AM NOT AFRAID A PHENOMENOLOGY ON KRASHENS AFFECTIVE

FILTER HYPOTHESES
64

A Thesis Presented to
The Thesis Committee
College of Arts and Sciences Education
UM Tagum College, Tagum City

In Partial Fulfillment of the

Requirements for the Degree
65

Bachelor of Arts, Major in English

MARVY JEAN P. LLANTO

ZARMINE A. PUSTA

JANUARY 2015

66