"Don't English Me I'm Panicked": The Level of Motivation and Language Anxiety on Second Language Acquisition of Selected Senior High School Students in Gen. Vito Belarmino National High School

Abstract

INTRODUCTION

Students could learn a second language, particularly, English for immediate need and future career. English should be learned to get a job and to communicate to the world (Eugenio, 2017).

METHODS

The methods used in this study were descriptive-correlation quantitative research design, composed of 135 selected Grade 11 and Grade 12 General Academic Strand Students. The participants were selected using proportionate stratified random sampling technique. While mean, standard deviation, frequency counts and percentages, and Chi-square Test were utilized to determine the relationship between the level of motivation and language anxiety to the second language acquisition. The research instrument for the level of motivation was adopted and modified from Lee (2004) the Foreign Language Learning Anxiety Scale, which was adopted and modified from Horwitz, Horwitz & Cope (1986) andDepartment of Education Order No. 8, series of 2015 for Second Language Acquisition Performance.

RESULTS

Results of the study revealed that majority of the participants were motivated instrumentally; rather than integrative. Thus, the participants experienced an increased level of anxiety in terms of the English language. Majority of the participants performed very satisfactorily on their second language acquisition or English subject. Furthermore, the level of motivation had a highly significant relationship to second language acquisition performance. However, language anxiety had no significant relationship to second language acquisition performance. Thus, the level of motivation had a highly significant relationship to language anxiety.

DISCUSSIONS

Findings of the study imply that participants would like to learn English for immediate need and future career. The participants are worried about the consequences of failing the class. Thus, they satisfactorily met the school tasks or requirements given to them. These research findings will push GAS Studentsto become "college-ready students" and prepare them to face a communication situation which requires them to use English. The findings of this study can also represent baseline information to be used by GVBNHS heads as a reference in making intervention plans to address this foregoing problem.