COLLEGE STUDENTS’ LANGUAGE-LEARNING ANXIETY AND TEACHERS’ CREATIVE LANGUAGE INSTRUCTIONAL STRATEGIES

ABSTRACT

This study aimed to describe and correlate college students’ level of language-learning anxiety and their teachers’ extent of use of creative language instructional strategies. Mixed research approach through descriptive-correlational design and thematic analysis was used. The data were collected through survey with the language teachers at St. Paul University Philippines (SPUP), including their first-year students from the School of Sciences and Teacher Education (SASTE) during the academic year 2024-2025. Results of the descriptive analysis showed that the students’ level of language-learning anxiety is high, and the teachers used creative language instructional strategies to a very great extent. In addition, inferential tests revealed that there exist no significant correlations between the teachers’ extent of use of creative language instructional strategies and the students’ level of language-learning anxiety in terms of English classroom anxiety, communication apprehension, test anxiety, and fear of negative evaluation. The problems and challenges encountered by the teachers in using creative language instructional strategies to reduce students’ language-learning anxiety include emotional barriers due to student shyness, resource limitation hindering creative instructional strategies, and time constraints affecting instructional innovation. Considering the study’s salient findings, the researchers designed a training plan to enhance teachers’ use of creative language instructional strategies towards reducing students’ language-learning anxiety.

Keywords: College students, creative language instructional strategies, language-learning anxiety, language instruction, language learning
https://doi.org/10.57180/vuud7193