English Language Anxiety and Factors Influencing Speaking Performance in Relation to English Speaking Skills among Grade 11 Students in Davao City
Maria Rizalie Lindo
Received: 03 August 2025; Revised: 10 January 2026; Accepted: 16 January 2026; Published: 18 January 2026
DOI: https://doi.org/10.66074/XE67RC89
Abstract
This study examined the relationship between English language anxiety, factors influencing speaking performance, and English speaking skills among Grade 11 students in Davao City. A quantitative descriptive-correlational design was employed among 277 students from three Catholic schools selected through stratified random sampling. Data were gathered using validated self-report instruments measuring English language anxiety, factors influencing speaking performance, and speaking skills. Descriptive results indicated high English language anxiety (M = 3.43, SD = 0.78), high factors influencing speaking performance (M = 3.82, SD = 0.43), and high English speaking skills (M = 3.71, SD = 0.62). Pearson correlation showed that English language anxiety was not significantly related to English speaking skills (r = −0.030, p = 0.614), and factors influencing speaking performance were also not significantly related to speaking skills (r = −0.080, p = 0.182). The findings suggest that high school learners may maintain functional speaking competence despite experiencing anxiety and perceived performance constraints. Implications highlight the importance of strengthening speaking support mechanisms while addressing anxiety as a parallel classroom experience rather than a direct determinant of competence.
Keywords: English language anxiety, senior high school, speaking performance, speaking skills
Author Information: University of the Immaculate Conception, Davao City, Philippines; [email protected]
Volume 2, Issue 2, June 2026