CORRELATION OF ESL ANXIETY LEVEL & ENGLISH

ACHIEVEMENT OF GRADE SEVEN STUDENTS

OF DMMMSU LABORATORY HIGH SCHOOL

MARILOU C. BAROZO
JYROSE ARMIE D. DULATRE
LOLITA G. QUERO
JOCELYN G. SORIA

DON MARIANO MARCOS MEMORIAL STATE UNIVERSITY

SOUTH LA UNION CAMPUS
COLLEGE OF GRADUATE STUDIES
AGOO, LA UNION
 Chapter 1

INTRODUCTION

Situational Analysis

Anxiety has been the research focus of many linguists and psychologists in

recent years. It has been viewed as one of the most important affective factors that influence

second language acquisition. Anxiety has been found to be correlated with English-

learning achievement among different groups of students in various setting. However

(Horwitz, 1986; Macintyre & Gardner (1994) arrived at a conclusion that anxiety and

achievement are negatively correlated. High school students who have a comparatively low

level of English proficiency express their fears and a feeling of uneasiness against learning

English as a foreign language. The feeling of anxiety can aggravate many problems in the

acquisition, remembering and fabrication of the language (MacIntyre& Gardner 1991).

Anxiety ultimately affects their grades as compared to their more relaxed peers.

The language anxiety being experienced in a classroom is called Foreign Language

Classroom Anxiety (FLCA). Horwitz, et al. (1991) views FLCA as a distinct complex of

self-perceptions, beliefs, feelings, and behaviours related to classroom language learning

arising from the uniqueness of the language learning process (p. 31). On one hand,

MacIntyre and Gardner (1991a) and Horwitz, Horwitz and Cope (1986) consider FLCA to
 be a situational anxiety which learners experience in the distinct situation of a foreign

language classroom.

In this study, the researchers will determine the influence of the second language

learners anxiety to the English achievement of the Grade 7 students of DMMMSU

Laboratory High School.

Framework of the Study

Krashens
Affective
Filter
Hypothesis

Language
Acquisition

Horwitz
Foreign
Suggestopedia
Language
Anxiety
Fig.1. Paradigm of the Study
 Numerous factors cause learners anxiety towards second language learning.

Motivation, level of esteem, and social factors may directly or indirectly affect ones

attitude. Thus, as facilitator and partner of the learning process, teachers should be aware

of these in order to promote a successful learning towards a second language.

According to Krashens Affective Filter Hypothesis, factors such as the affective

filter may impede language acquisition to take place. This means that variables such as the

level of self-confidence, motivation, stress, and anxiety may either prevent or promote

input from reaching language acquisition. For example, low self-esteem, motivation and

with extremely high anxiety prevent comprehensible input from being recognized by the

mind which could have been useful during the process of acquisition. Other affective

variables such as fear, nervousness, boredom and resistance to change hinder second

language acquisition. Therefore, as the theory states, ESL teachers should avoid instances

where foreign language learners may experience traumatic situations while learning a

foreign language.

While others state external factors to impede the language acquisition, some believe

that individual preferences may also be accountable to such. In the article of Horwitz,

Horwitz and Cope (1986) Foreign Language Anxiety as a distinct complex construct of

self-perceptions, beliefs, feelings, and behaviors related to classroom language learning

arising from the uniqueness of language learning process (p. 128). Accordingly, the

assumption arises based on their teaching experiences with foreign language students in

university classes. Hence, it is suggested that foreign language anxiety should be viewed

as a situation-specific to foreign language learning where anxiety resulted from the

uniqueness of how foreign language is learned in the classroom and not caused by other

factors. It is therefore, important to specify in future researches the specific language

anxiety to be investigated to avoid ambiguity.

Creating a non-threatening environment posits positive and effective effect in

learning the second language. Therefore, ESL teachers must consider teaching methods

that help lower learners anxiety. Suggestopedia as a teaching method aims to increase the

confidence and motivation of the second language learners. It eliminates negative affective

factors, and further encourages learners to interact with their peers. Therefore, positive

classroom environment permits students to take risks and allow them to commit mistakes

to promote a welcoming environment for an effective ESL learning.

IV EV DV

Gender
Age Achievement
ESL Anxiety IQ
Time GPA
Teaching methods

Teacher factors
like mood, intra
rater, standard
level, etc.

Fig.2. Paradigm of the Study

C. Statement of the Problem

This study investigated the correlation of ESL Anxiety Level and English

Achievement of Grade Seven Students of DMMMSU Laboratory High School.

Specifically, the following questions were answered:

a. What is the mean score of the Grade 7 students in the ESL anxiety

test?

b. What is the mean achievement of the Grade 7 students in terms of

their GPA?

c. Is there a significant relationship between students ESL anxiety

level and their English achievement?

D. Definition of Terms

Achievement refers to the act of accomplishing something that has been done

through effort. Achievement includes the proficiency in all language macro-skills. It is the

point where the set of standard is reached. Achievement encompasses how an individual

can learn and use the target language in spite of the presence of anxiety factors.

Throughout the study, the grades or GPA of Grade 7A and Grade 7B of DMMMSU-SLUC

Laboratory High School in their English class will be assessed in comparison of the anxiety

level.
 GPA or grade point average refers to measure a students academic achievement

calculated by dividing the total number of grade points received by the total number of

grade points received by the total number attempted. In this study, it will be used to describe

the level of culminating performance of students in their English Class.

Students referred to a Grade 7 students section A and B of DMMMSU- SLUC

Laboratory High School, Agoo La Union.

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 Chapter 2

METHODOLOGY

Research Design

In order to come up with the correlation of ESL Anxiety Level and English

Achievement of Grade Seven Students of DMMMSU Laboratory High School, the

researchers used the descriptive design wherein data were gathered through a survey

particularly the Foreign Language Classroom Anxiety Scale FLCAS by Elaine Horwitz.

This survey is composed of 35 questions.

In addition to this, students GPA in English classes were taken and correlated with

language anxiety.

Sources of Data

To identify the respondents, the researchers employed Grade 7 sections A and B

students of DMMMSU Laboratory High School respondents. This study was conducted
February to April during the school year 2015-2016. Grade 7 is divided into two sections,

both are heterogeneous class. Grade 7 A has 40 students while Grade 7 B has 41 students.

After the random sampling, the researchers got half of the total population of each section

as the respondents.

Instrumentation and Data Collection

The researchers utilized FLCAS questionnaire to gather data about the level of

anxiety of the subject involved. The FLCAS is a 35-item Likert-type scale questionnaire

based on the three components of anxiety namely communicative apprehension, test

anxiety, asked to rate on the scale of 1 (strongly disagree) to 5 (strongly agree) how anxious

they feel in particular situations. To determine a students anxiety level, add up their

responses to all the questions, remembering to first reverse-score the items that need

reverse-scoring, then divide the total by 35 (the total number of questions ). Students with

averages around three should be considered slightly anxious, while students with averages

below 3 are probably not very anxious. Students who average near 4 and above are

probably fairly anxious. And this was where to find a way to reduce their anxiety.

To validate the results of the FLCAS, the researchers requested to have the

students GPA in their English class. And for further validation of the results, the

researchers set a conference to the English teacher of the Grade 7 A and B students to

confirm if the results gathered were accurate from what she observed inside her class.
Analysis of Data

Before the analysis of data, the researchers considered the confidentiality of the

respondents grades by arranging them alphabetically and assigned a corresponding

number for each student.

First, the researchers used frequency count to classify students anxiety level and

to find out the condition of the Grade Seven students of DMMMSU Laboratory High

School in their Language Class. Next, in order to correlate the data, descriptive statistics

was utilized as statistical tools in analyzing the gathered data. Through the use of IBM

Statistical Package for the Social Sciences (SPSS) statistic 20.0, the researchers arrived

with the respective result comprising the mean and the standard deviation for both

variables.
 Chapter 3

RESULTS, DISCUSSION AND SYNTHESIS

The Mean Score of the Grade 7 Students in the ESL Anxiety Test

Anxiety is regarded as one of the major factors in academic achievement of students

especially in dealing with Language specifically the English Language (Macintyre and

Gardner 1991). The researchers gathered the FLCAS responses of the students and were

tallied afterwards. The result of the ESL anxiety level of the students through the utilization

of FLCAS is shown in the following table.

Table 1. FLCAS statements with mean scores of anxiety level

# FLCAS Statement MEAN

9 I worry about the consequences of failing my language class. 3.5

14 I get upset when I don't understand what the teacher is correcting. 3.3
15 Even if I am well prepared for language class, I feel anxious about it. 3.3

19 I can feel my heart pounding when I'm going to be called on in 3.3

language class
32 I get nervous when the language teacher asks questions which I haven't 3.3

prepared in advance.

7 I keep thinking that the other students are better than I am 3.2
3 I tremble when I know that Im going to be called on in language class 3.1
8 I start to panic when I have to speak without preparation 3.1
11 In language class, I can get so nervous I forget things I know. 3.1
26 I get nervous and confused when I am speaking in my language class 3.1

35 I am worried about my pronunciation during speaking or recitation. 3.1

18 I am afraid that my language teacher is ready to correct every 3

mistake I make.

4 It frightens me when I don't understand what the teacher is saying in the 3

foreign/ second language.

22 I always feel that the other students speak the foreign/second language 3

better than I do

29 I feel overwhelmed by the number of rules you have to learn to speak a 3

foreign/second language.

30 I am afraid that the other students will laugh at me when I speak the 3

foreign language.

33 I get anxious when I recite to my language class thinking that Ill get 3

humiliated in front of the class

6 During language class, I find myself thinking about things 3

1 I never feel quite sure of myself when I am speaking in my foreign/ 2.9

second language class.

12 It embarrasses me to volunteer answers in my language class. 2.9

23 I feel very selfconscious about speaking the foreign 2.9
28 I get nervous when I don't understand every word the language teacher 2.9

says.

10 I don't understand why some people get so upset over 2.8

foreign/second language classes.

13 I would not be nervous speaking the foreign language 2.8

17 I dont feel confident when I speak in foreign language class. 2.7
2 I don't worry about making mistakes in language class. 2.6
5 It wouldn't bother me at all to take more foreign/ second 2.6
21 I don't feel pressure to prepare very well for language class. 2.6
24 Language class moves so quickly I worry about getting left behind. 2.6
25 I feel more tense and nervous in my language class than 2.6
20 The more I study for a language test, the more con fused I get. 2.5
27 I don't feel pressure to prepare very well for language class. 2.5
31 I would probably feel comfortable around native speakers of the foreign 2.5

language

34 I am not comfortable with my seatmates in my language lass and so it 2.3

bothers me when I recite during my language class

16 I often feel like not going to my language class. 2.1

 Average around 3- slightly anxious

average below 3-not very anxious

average near 4 and above-fairly anxious

Table 1 shows that the leading cause of the respondents anxiety is the

consequences of failing the English class. This has a psychological basis wherein failing

in their Language class (3.5) could bring them disappointment, frustration, sadness as well

as shame. Students get upset (3.3) when they do not understand what the teacher is

correcting, they get anxious even if they are well-prepared for language class (3.3), they

feel their heart pounding when called in Language class (3.3), and they get nervous when

the language teacher asks questions (3.3) which they haven't prepared in advance. Other

factor that emerged to be the reason of anxiety are the following they thought other students

are better than they (3.2). They tremble (3.1) when they know that theyre going to be

called on in language class, they start to panic (3.1) when they have to speak without

preparation, they get nervous they forget things they know (3.1), and they worried about

their pronunciation during speaking or recitation (3.1). Likewise, they never feel quite sure

of themselves when they speak in the second language class (2.9)

On the other hand, the lowest weighted mean is that they often like not going to

their language class (2.1). They are not comfortable with their seatmates in their language

class so it bothers them when they recite during their language class (2.3). Another is they

probably feel comfortable around native speakers of the foreign language (2.5)
 Based on their responses in FLCAS, the researchers categorized the factors that

provoke students language anxiety. The factors include the following: (1) oral works and

communication in English (9, 14, 3, 11, 26, 35, 22, 29, 30, 1, 23, 28,13,17, 31), (2) negative

attitudes towards the English class ( 15, 19, 32, 7, 18, 6, 12, 5, 21, 24, 25, 27, 34, 16), (3)

fear of negative evaluation (8, 4, 33, 2, ), (4) test anxiety (10, 20)

Table 2. Anxiety level and GPA

Student GPA in Language Class

1 84.75

2 84.5

3 85.5

4 87.75

5 92.25

6 85

7 94.5

8 95

9 90.75

10 91.5

11 87.25

12 83

13 88.75
14 90.75

15 84

16 95

17 89.75

18 89

19 90.25

20 88.75

21 81.5

22 90.5

23 81.25

24 89

25 92.25

26 82.25

27 81.5

28 84.5

29 89.75

30 81.75

31 75.5

32 89.75

33 88.5

34 80.5

35 90
 36 78.5

37 78

38 87.75

39 93

40 88.25

Frequency Count Formula:

31/40x100= 77.5 % slightly anxious

8/40x100= 20% not very anxious

1/40x100= 2.5% fairly anxious

Table 2 shows that 77.5 percent of the respondents are slightly anxious. On the

hand, 20 percent of the respondents are not very anxious whereas 7.5 percent of the students

are fairly anxious. Of the total respondents, three of them have the anxiety level of 4 which

exceeded the overall mean score but not related with their GPA in English. Actually, their

GPAs are high (94.5, 89.75, and 87.25). Their English teacher had confirmed that these

students have high anxiety but they still excel inside her class. The majority of the

respondents (31) were slightly anxious in certain situations in their language class but this

anxiety does not affect their grade that much in English. Ten out of 29 who were slightly

anxious had a GPA ranging from 85-89, 8 out of 29 had a GPA ranging from 80-84, 3 out

of 29 had a GPA ranging from 75-79 and 8 out of 29 had a GPA ranging from 90 and

above. The obtained results show that the respondents anxiety level do not affect their
performance or English achievement in their final ratings because though they have high

level of anxiety they still managed to have good performance as reflected to their GPA.

Furthermore, the Grading System of K to 12 program has standardized set of

criteria in giving their final grade. The components are: Written Works (30%) Quarterly

Assessment or Examination (20%), Performance Task (50%). Based on our interview, their

language teacher said that recitation and other observable activities are embedded under

Performance Task. This shows that despite being anxious in their English classes, they

were able to meet the expectation of their teacher and performed their tasks well.

Koch and Terrell (1991) found that natural approach activities (which paradoxically

are designed to minimize stress), such as role plays and charades arouse a great deal of

anxiety in their students. In addition, MacIntyre and Gardner (1991A) pointed out that

foreign language tests given orally, likely evoke test anxiety as well as communication

apprehension (p. 105) that greatly helped the learners overcome their anxiety.

Table 3. Descriptive statistics for ESL Anxiety and English Achievement

Min Max Mean Std. Deviation

ESL Anxiety 1.57 3.97 2.88 0.5158

English Achievement 75.50 95.00 87.05 4.8504

Table 4. Correlation between ESL Anxiety and English Achievement

English Achievement

( N = 40 )

Pearson Coefficient -.149

ESL Anxiety
Sig. (2-tailed) .360ns

ns = not significant (two-tailed)

Scovel (1978) suggested that language anxiety facilitates students learning and

also keeps students on alert. On the other hand, Horwitz (1990) found that anxiety is only

helpful for simple learning task but not for more complicated learning such as language

learning. Accordingly, there are some researchers who stressed that a positive mode of

anxiety exists, but most studies revealed a negative relationship between anxiety and

achievement.

On the contrary, debilitating anxiety impedes learners performance in numerous

ways, both indirectly through worry and self- doubt and directly by reducing participation

and creating explicit avoidance of the language (Oxford, 1999a)

Thus, the results show that the students experienced facilitating anxiety in

learning the second language since it turned out that there is no significant relationship

between ESL anxiety and English achievement of the Grade 7 students of DMMMSU

Laboratory High School, wherein although students have fear, they are still manage to

overcome it. A student may experience anxiety, however positive environment and

reinforcement will help the students to surpass the problem. Hence, there exists negligible
negative correlation between ESL anxiety and English achievement. Therefore, the notion

that the higher the anxiety of the students the lesser his performance has no validity in this

study and does not affect the performance of the respondents.

However, the school where the research was conducted has high standards when

it comes to accepting enrollees. They regularly conduct entrance examination and they

have a standard grade in accepting students. Hence, students in DMMMSU Laboratory

Specifically Grade 7 are sifted from among all those who took the entrance exams. That

is why the results turned out the variables to be negatively correlated.

This study may have some implications on English teaching. Primarily, it may

caught teachers attention to the students English learning anxiety and lead them to find

more ways to reduce it. Moreover, the results of this study intends to find out the probable

sources of English language anxiety that can help teachers adjust or modify their instruction

and foster an amenable learning environment to deal with language anxiety. Finally, this

study may contribute to further investigation in English teaching in relation with dealing

with language anxiety.

 Chapter 4

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

This research paper intends to solve one of the factors that might hinder the growth

and development of an ESL learner which is anxiety.

This research specifically identified: 1. the mean score of the Grade 7 students in

the ESL anxiety test which is 2.88; 2. the mean achievement of the Grade 7 students in

terms of their GPA which is 87.05; and 3. the relationship between students ESL anxiety

level and their English achievement which is -.149 from the computation of their

correlation.

The researchers utilized a descriptive method to prove whether anxiety could affect

students in learning the language. The study was conducted in DMMMSU- LHS

specifically in Grade 7 A and B. The respondents are subjected to the Foreign Language

Classroom Anxiety Scale which serves as an instrument to measure the students

anxiety. The mean score gained in the FLCAS was correlated with their GPA.

Both the mean score and GPA of each student are compared to investigate if there is a

relationship between the two through Pearson coefficient. Furthermore, an informal

interview to their English teacher was conducted to confirm some uncertain results.
Through an in-depth gathering of data, the research confirmed that:

1. Grade 7 students has slight anxiety could still perform during their Language class-

mean GPA= 2. 88.

2. Grade 7 students indexed a GPA of 87.05. The findings show that most of them are

performing well in the Language class; and

3. The ESL anxiety level and their English achievement has no significant relationship

(r= -149). This may refer from the result of the statistical data that there exists

negligible negative correlation between ESL anxiety and English achievement.

4. Anxiety of students rooted from fear of failing that resulted to nervousness and fear

in ESL classroom

5. Majority of the students in class experience slight level of anxiety.

6. Anxiety level does not affect students learning and performance which might also

be rooted to teacher factors like motivation, strategies and methods of teaching that

help the learners set aside fear in the classroom.

7. One factor also is that the school where the research was conducted has high

standard of accepting students therefore it is given that students have the ability to

use the English language inside the classroom and that anxiety does not affect their

performance.
Conclusions

Based on the findings of the study, the following conclusions are drawn:

1. Majority of the respondents experienced slight anxiety inside their Language class.

However, the anxiety did not negatively affect much of their achievement because the

Grade Seven are confident and exposed in using the English language and they managed

to have high achievement.

2. The achievement of the Grade Seven students is evident that they are comfortable in

using the English as a Second Language. The mean GPA is high indicating high

performance of the students in their English class.

3. Anxiety felt by students does not affect the GPA of the students.

Recommendations

Based on the conclusion, the following are recommendations:

1. Teachers need to utilize strategy and methods in the classroom to reduce students

anxiety;

2. Expose the students more often to activities like performance tasks with the utilization

of speaking the English language.

3. Students should be encouraged to use the English language as means of communication

inside the classroom for them to get used and be familiarized with the English language.

Further research will be needed to support the findings and to validate the same result.

.
 APPENDIX A

FLCAS (Foreign Language Classroom Anxiety Scale)

Name: ___________________________________ Age: _______ Date: __________

Grade & Section: __________Gender: _______Language

Teacher:____________________

Directions: For each item, indicate whether you (1) strongly disagree (2) disagree (3)
neither agree nor disagree (4) agree or (5) strongly agree. Encircle the number that
corresponds your answer.

1. I never feel quite sure of myself when I am speaking in my

foreign/ second language class. 5 4 3 2 1

2. I don't worry about making mistakes in language class.

5 4 3 2 1
3. I tremble when I know that I'm going to be called on in
language class. 5 4 3 2 1

4. It frightens me when I don't understand what the teacher

is saying in the foreign/ second language. 5 4 3 2 1

5. It wouldn't bother me at all to take more foreign/ second

language classes. 5 4 3 2 1

6. During language class, I find myself thinking about things

that have nothing to do with the course. 5 4 3 2 1

7. I keep thinking that the other students are better at

languages than I am. 5 4 3 2 1

8. I start to panic when I have to speak without preparation in

language class. 5 4 3 2 1

9. I worry about the consequences of failing my language class.

5 4 3 2 1
10. I don't understand why some people get so upset over
foreign/second language classes. 5 4 3 2 1

11. In language class, I can get so nervous I forget things I know.

5 4 3 2 1

12. It embarrasses me to volunteer answers in my language

class. 5 4 3 2 1

13. I would not be nervous speaking the foreign language with

native speakers. 5 4 3 2 1

14. I get upset when I don't understand what the teacher is

correcting. 5 4 3 2 1

15. Even if I am well prepared for language class, I feel anxious

about it. 5 4 3 2 1

16. I often feel like not going to my language class.

5 4 3 2 1
17. I feel confident when I speak in foreign language class.
5 4 3 2 1
18. I am afraid that my language teacher is ready to correct
every mistake I make. 5 4 3 2 1

19. I can feel my heart pounding when I'm going to be called on

in language class. 5 4 3 2 1

20. The more I study for a language test, the more con fused I
get. 5 4 3 2 1

21. I don't feel pressure to prepare very well for language class.
5 4 3 2 1
22. I always feel that the other students speak the
foreign/second language better than I do. 5 4 3 2 1

23. I feel very selfconscious about speaking the foreign

language in front of other students. 5 4 3 2 1

24. Language class moves so quickly I worry about getting left

behind. 5 4 3 2 1

25. I feel more tense and nervous in my language class than in

my other classes. 5 4 3 2 1
26. I get nervous and confused when I am speaking in my
language class. 5 4 3 2 1

27. When I'm on my way to language class, I feel very sure and
relaxed. 5 4 3 2 1

28. I get nervous when I don't understand every word the

language teacher says. 5 4 3 2 1

29. I feel overwhelmed by the number of rules you have to learn

to speak a foreign/second language. 5 4 3 2 1

30. I am afraid that the other students will laugh at when I speak
the foreign language. 5 4 3 2 1

31. I would probably feel comfortable around native speakers of

the foreign language. 5 4 3 2 1

32. I get nervous when the language teacher asks questions

which I haven't prepared in advance. 5 4 3 2 1

33. I get anxious when I recite to my language class thinking that

Ill get humiliated in front of the class. 5 4 3 2 1

34. I am not comfortable with my seatmates in my language

class and so it bothers me when I recite during my language
5 4 3 2 1
class

35. I am worried about my pronunciation during speaking or

recitation. 5 4 3 2 1

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The

Modern Language Journal, 70(2), 125132

 APPENDIX B

Letter to the Principal and to the Advisers of Grade 7

March 13, 2016

Mrs. Mercedita A. Mabutas, Principal

DMMMSU-SLUC
Laboratory High School
Agoo, La Union

Dear Madam,

We, the third year BSE-English students of DMMMSU, are currently enrolled
in Language Research. One of the requirements of the course is to develop a
research material.

To make our research possible, we wish to inform you that our group has
chosen the Grade 7 students which are in the advisory class of Ms. Mary Jane T.
Cabilitazan and Ms. Anja Frances V. Lavega, to be our respondents in our
research Correlation Of ESL Anxiety Level & English Achievement Of Grade 7
Students in DMMMSU Laboratory High School

In connection with this, may we be permitted to get the GPA of the

Grade 7 students in their English subject for our data gathering.

Your favorable response to our request is very much appreciated.

Very respectfully yours,

JOCELYN G. SORIA
LOLITA G. QUERO
MARILOU C. BARROZO
JYROSE ARMIE DULATRE
March 13, 2016

Ms. Mary Jane T. Cabilitazan

DMMMSU-SLUC
Laboratory High School
Agoo, La Union

Dear Madam,

We, the third year BSE-English students of DMMMSU, are currently enrolled
in Language Research. One of the requirements of the course is to develop a
research material.

To make our research possible, we wish to inform you that our group has
chosen the Grade 7 students to be our respondents in our research Correlation
Of ESL Anxiety Level & English Achievement Of Grade 7 Students in DMMMSU
Laboratory High School

In connection with this, may we be permitted to get the GPA of the

Grade 7 students in their English subject for our data gathering.

Your favorable response to our request is very much appreciated.

Very respectfully yours,

JOCELYN G. SORIA
LOLITA G. QUERO
MARILOU C. BARROZO
JYROSE ARMIE DULATRE

Noted by: Mrs. Mercedita A. MAbutas

Principal
March 13, 2016

Ms. Anja Frances V. Lavega

DMMMSU-SLUC
Laboratory High School
Agoo, La Union

Dear Madam,

We, the third year BSE-English students of DMMMSU, are currently enrolled
in Language Research. One of the requirements of the course is to develop a
research material.

To make our research possible, we wish to inform you that our group has
chosen the Grade 7 students to be our respondents in our research Correlation
Of ESL Anxiety Level & English Achievement Of Grade 7 Students in DMMMSU
Laboratory High School

In connection with this, may we be permitted to get the GPA of the

Grade 7 students in their English subject for our data gathering.

Your favorable response to our request is very much appreciated.

Very respectfully yours,

JOCELYN G. SORIA
LOLITA G. QUERO
MARILOU C. BARROZO
JYROSE ARMIE DULATRE

Noted by: Mrs. Mercedita A.

Mabutas
Principal
 APPENDIX C

Individual Descriptive Equivalence of Anxiety level of the Respondents with GPA

Student Anxiety level GPA in Language Class Descriptive Equivalence

1 2 84.75 not very anxious

2 3 84.5 slightly anxious

3 3 85.5 slightly anxious

4 3 87.75 slightly anxious

5 3 92.25 slightly anxious

6 3 85 slightly anxious

7 4 94.5 fairly anxious

8 2 95 not very anxious

9 3 90.75 slightly anxious

10 2 91.5 not very anxious

11 3 87.25 slightly anxious

12 3 83 slightly anxious

13 2 88.75 not very anxious

14 3 90.75 slightly anxious

15 3 84 slightly anxious

16 3 95 slightly anxious

17 3 89.75 slightly anxious

18 3 89 slightly anxious

19 2 90.25 not very anxious

20 3 88.75 slightly anxious

21 3 81.5 slightly anxious

22 3 90.5 slightly anxious

23 3 81.25 slightly anxious

24 2 89 not very anxious

25 2 92.25 not very anxious

26 3 82.25 slightly anxious

27 3 81.5 slightly anxious

28 3 84.5 slightly anxious

29 2 89.75 not very anxious

30 3 81.75 slightly anxious

31 3 75.5 slightly anxious

32 3 89.75 slightly anxious

33 3 88.5 slightly anxious

34 3 80.5 slightly anxious

35 3 90 slightly anxious

36 3 78.5 slightly anxious

37 3 78 slightly anxious

38 3 87.75 slightly anxious

39 3 93 slightly anxious

40 3 88.25 slightly anxious

 CURRICULUM VITAE

MARILOU C. BARROZO

Permanent Address :Tebag, Mangaldan, Pangasinan

Date of Birth : March 31, 1996

Place of Birth :Mangaldan, Pangasinan

Parents/Guardian/Spouse : Mr. and Mrs. Manuel Barrozo, JR.

Children (if applicable) : None

Civil Status : Single

Institutional Affiliation : Don Mariano Marcos Memorial State University (SLUC)

School Address : Consolacion, Agoo, La Union

Contact Number : +63910281985

E-mail Address : maloubarrozo31@gmail.com

Other Personal Information :

EDUCATIONAL BACKGROUND

Inclusive Year Secondary Degree

Institution: Mangaldan National High School

Address: Bari, Mangaldan, Pangasinan

 Awards (if any)

Inclusive Year Elementary Degree

Institution: Salaan Elementary School

Address: Salaan, Mangaldan, Pangasinan

Awards (if any): Fourth Honorable Mention

AWARDS/HONORS RECEIVED

Inclusive Dates: 2001-2002

Award 1: Third Honorable Mention

Place: Salaan, Mangaldan, Pangasinan

Awarding Organization

Inclusive Dates 2002-2003

Award 2: Fourth Honorable Mention

Place: Salaan, Mangaldan, Pangasinan

Awarding Organization

Inclusive Dates 2003-2004

Award 3: Fourth Honorable Mention

Place: Salaan, Mangaldan, Pangasinan

Awarding Organization

Inclusive Dates 2004-2005

Award 4: Fifth Honorable Mention

Place: Salaan, Mangaldan, Pangasinan

 AwardingOrganization

Inclusive Dates 2005-2006

Award 5: Fifth Honorable Mention

Place: Salaan, Mangaldan, Pangasinan

AwardingOrganization

Inclusive Dates 2006-2007

Award 6: Fourth Honorable Mention

Place: Salaan, Mangaldan, Pangasinan

AwardingOrganization

_________________________________

Signature over printed name

 LOLITA G. QUERO

San Nicolas West Agoo La Union

Cellphone# 09151094250

Email Address: litquero@yahoo.com

PERSONAL BACKGROUND

Age : 32

Date of Birth : August 06, 1984

Place of Birth : Tondo, Manila

Civil Status : Married

Spouse : Gilbert C. Quero

Citizenship : Filipino

Permanent Address : San Nicolas West Agoo, La Union

Language spoken : Iloco, Filipino, English

EDUCATIONAL BACKGROUND

DATES SCHOOL AWARDS

201
2013 Don Mariano Marcos NSTP Leadership Award
Memorial State University
August 2014 SLUC 2nd place Vocal Pop Solo
2nd place Kundiman
COURSE
A(2013-2014) Bachelor of Secondary Academic Award
(2014-2015) Education, Major in Deans Lister
English

Feb. 2017 Voice coach

April 2017 Research Writing
F Competition Top 3 in
TESOL ASIA.
March 30, 2016- May 11, Boston University in
2016 partnership with edX
Massive Open Online
Course (MOOC)
(The Art of Poetry)
Dec. 2012 Alternative Learning
System (ALS)
Congress College Agoo La 1st year- 2nd honor
1997-1999 Union 2nd year- 2nd honor
3rd year- 1st honor

1991-1997 San Nicolas Elem. School

TRAININGS/ SEMINARS ATTENDED

DATE TRAININGS/SEMINARS

April 7-9, 2017 15th Annual International TESOL

Conference at Clark Pampanga
Convergence in TESOL

April 5, 2017 Business Correspondence: Style and

Register
March 29, 2017 The Nature of Written Business
Correspondence
 January 16-17 2017 Division Training-Orientation for Student
Teachers at Aringay, Central Elementary
School.

November 23, 2016 Seminar-Workshop with the theme

Embracing the New Focus of
Environmental Education for Sudtainability
(EEFS)

November 12, 2016 Practice Teaching Seminar

Eriguel Hall
DMMMSU-SLUC

Seminar-Workshop on Research Writing

November 9, 2016 Eriguel Hall
DMMMSU-SLUC

October 17, 2015 Research Colloquium

July 15-16, 2015 Qualitative Research Seminar

DMMMSU-SLUC

January 8-10, 2014 Fusion 1st Festival of Languages and

Arts

SKILLS/TALENTS
Communicative Skills ( Verbal and Non-verbal) in English
Literary Skills (writing poems/short stories)
Leadership Skills
Singing
 Information Technology skills

CHARACTER REFERENCES

MRS. GINA D. ULAT

HEAD, ENGLISH DEPT.

MRS. BLESILDA ARONGAT

Off-Campus Cooperating Teacher in English

PRESIDENT ELPIDIO QUIRINO NATIONAL HIGH SCHOOL

DR. MARICON C. VIDUYA

Supervising Teacher, DMMMSU-SLUC

ATTY. REY ARTHUR SONTILLANO

Regional Director, BFAR

I therefore conclude that the information given above are all true and
correct to the best of my knowledge and ability. And so therefore, I affixed my signature
herewith.

________________________

LOLITA G. QUERO
JOCELYN G. SORIA

# 365 Baltazar Street, Sagud Bahley, San Fabian Pangasinan

Cellphone No. 09486093007

E-mail address: jocelynsoria517@gmail.com

Personal Data

Age : 28

Date of Birth : August 17, 1988

Place of Birth : Mangaldan, Pangasinan

Height : 55

Weight : 55 kg

Civil Status : Married

Spouse : Jayson E. Soria

Citizenship : Filipino

Religion : Iglesia Philadelphia

EDUCATIONAL BACKGROUND

Tertiary Level

Inclusive Year : 2013- present

 Course : Bachelor of Secondary Education, Major in English

Name of School : Don Mariano Marcos Memorial State University

Address : Agoo, La Union

Inclusive Year : 2005-2007

Course : Two- Year Certificate in Computer Secretarial &

National

Technical Certificate

Name of School : Lyceum Northwestern University

Address : Tapuac District, Dagupan City

Award/s : With Distinction

Secondary Level

Inclusive Year : 2001-2005

Name of School : Mangaldan National High School

Address : Mangaldan, Pangasinan

Award/s : Deserving Student

Primary Level

Inclusive Year : 1995-2001

Name of School : Maasin Elementary School

Address : Maasin, Mangaldan Pangasinan

Award/s : 1st Honorable Mentioned

WORK EXPERIENCE

Position : Reservation Officer

Name of Company : INFOTECK TRAVEL AGENCY

Address : Bangkal, Makati City

Inclusive Dates : March 2010- April 2011

Position : Administrative Assistant

Name of Company : GATEWAY INTERNATIONAL LANGUAGE ACADEMY,

INC.

Address : Calasiao, Pangasinan

Inclusive Dates : April 2007- June 2008

Position : On- The Job Training

Name of Company : HSS-UK & PC Philippines International Consultancy, Inc.

Address : Mangaldan, Pangasinan

Inclusive Dates : November 2006- March 2007

Special Skills:
 Academically, I have an ample knowledge in Microsoft Excel,
Microsoft Power Point, and Internet Application. Apart from that, I also have
some talents that include singing, dancing and playing organ.

Character References:

Name : Engr. Matias B. Santos, Jr.

Position : Manager

Company : HSS UK PHILIPPINES

Name : Zosima C. Pavia

Position : Principal

Company : MSHANBEC Learning Center, Inc.

I therefore conclude that the information given above are all true
and correct to the best of my knowledge and ability. And so therefore, I affixed
my signature herewith.

_____________________________

JOCELYN GOTANGOGAN SORIA