Innovation Teaching Strategies in Reducing Language Anxiety among Grade Seven Students in Lumbang na Matanda National High School

Abstract

INTRODUCTION

Second language anxiety is defined as a distinct complex of self-perceptions, beliefs, feelings, and behaviors related to using a second language for communication beyond the classroom. Most people will experience language anxiety. Even though anxiety might not be the most important reason for failure or success in learning, we cannot ignore its effects. In the teaching-learning process, communication is necessary for every individual to attain success. This study ascertained the level of students' language anxiety as well as the innovative teaching strategies that others have used to conquer these challenges.

METHODS

The researcher used a mixed research design that includes quantitative and qualitative methods. To determine the level of students' language anxiety, performance in terms of pronunciation, vocabulary, structure and fluency have been observed among thirty students were conducted; while unstructured interviews with five language teachers were also had. The quantitative data were analyzed using descriptive statistics.

RESULTS

All categories of second language anxiety were experienced by grade seven students. Communication apprehension was the most highly experienced among the four categories. The different types of anxiety seemed to be dependent upon the content of interaction and how test anxiety, communication apprehension, anxiety in English class and fear of negative evaluation affect their performance. The teacher must take an active role in reducing the English language anxiety that grade seven students often experience in the classroom. An action plan and suggested innovative teaching strategies were proposed to minimize the second language anxiety of students.

DISCUSSIONS

This study suggests that teachers should use multi-sensory approaches: visual major teaching styles, auditory major teaching styles, kinesthetic major teaching style, and individual and group teaching styles. Teachers can definitely play a very constructive role in relation to reducing their learners' anxiety and boost their self-esteem and self-confidence.