LANGUAGE-LEARNING MOTIVATION, ANXIETY, AND COPING STRATEGIES OF SASTE STUDENTS

ABSTRACT

The study aimed to describe and correlate college students’ language-learning motivation, anxiety, and coping strategies. Mixed research approach through descriptive-correlational design and thematic analysis was used. The data were collected through online survey with 54 first-year students enrolled in the teacher education, psychology, public administration, and social work programs at St. Paul University Philippines. Results of the descriptive analysis showed that the participants’ level of motivation in learning English is high, their level of language-learning anxiety is high, and they used coping strategies to deal with language-learning anxiety to a great extent. In addition, inferential tests revealed that there exists no significant correlation between the participants’ level of motivation in learning English and their level of language-learning anxiety, as well as between their level of motivation in learning English and their extent of use of coping strategies to deal with language-learning anxiety; however, there is a significant correlation between the participants’ level of language-learning anxiety and their extent of use of coping strategies to deal with language-learning anxiety. The problems and challenges encountered by the participants in language learning include anxiety and stress, difficulty with grammar and vocabulary, fear of negative evaluation, limited practice opportunities, and inadequate teaching methods. Considering the study’s salient findings, the researchers designed a plan of action to increase students’ level of motivation in learning English, reduce their language-learning anxiety, and enhance their coping strategies.

Keywords: Coping strategies, language anxiety, language learning, motivation, SASTE students
https://doi.org/10.57180/obkc3689