Foreign Language Anxiety and Students' Learning Motivation For Filipino Foreign Language (Korean) Learners

IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 4, NO.
2, JUNE 2022
FOREIGN LANGUAGE ANXIETY AND STUDENTS’ LEARNING

MOTIVATION FOR FILIPINO FOREIGN LANGUAGE
(KOREAN) LEARNERS
SHERRILYN B. QUINTOS
https://orcid.org/0000-0003-4767-8006
sherrilynbquintos@gmail.com
Bataan Peninsula State University
City of Balanga, Bataan 2100 Philippines
ABSTRACT
Anxiety and motivation are indispensable aspects of learning a foreign language (FL). To some extent,
students' motivation for Korean language learning can influence their learning outcomes. This quantitative
study aimed to look into the relationship between foreign language anxiety and the learning motivation of
Filipino students. Through stratified random sampling, 633 college students from Bataan Peninsula State
University-Main Campus studying a foreign language (Korean) served as the sample for this study. The
sample comprised 58% male and 42% female, mostly belonged at ages 19-24. Data gathered was
analyzed using SPSS version 21. Correlation analysis between FL learning anxiety and motivation was
implemented. More so, an independent sample T-test and an ANOVA (Tukey-HSD as post hoc) were
applied to evaluate FL anxiety and learning motivation differences. The results demonstrated a low-to-
moderate significant relationship between language anxiety and learning motivation. Furthermore, there
are differences in learning motivation based on sex rather than age. On the other hand, age has no bearing
on the two factors in the examination. In conclusion, FL anxiety hinders language acquisition yet students
have a positive and motivated outlook toward learning.
Keywords: L2 learning, motivational factors in language learning, second language acquisition
INTRODUCTION factor influencing one's ability to learn a foreign

language (Dordinejad & Ahmadabad, 2014).
Anxiety over learning a foreign language is Foreign language anxiety is distinct from
widespread not only in English classes but also in general anxiety, as defined by MacIntyre and
Spanish, French, Arabic, Japanese, and Korean. Gardner (1994) as "the feeling of tension and
Many aspects of learning a foreign language might apprehension specifically associated with second
lead to anxiety in students. language contexts, including speaking, listening,
Thus, language anxiety has captured the and learning." As a result, learners cannot achieve
interest of language teachers since it has a their objectives and foreign language learners
negative impact on the learning of a second cannot perform successfully in the target language
language (Wu, 2010). Students with high anxiety (Hashemi & Abbasi, 2013).
often perform slightly lower than those with lesser Legault (2017) also pointed out that people
anxiety (Cui, 2011). As a result, there has been a attempt to be self-regulatory while they are
growing interest and research into foreign acquiring new knowledge (FL in this example).
language anxiety. (Ellis, 2008, cited in Elaldi, However, that autonomy is tested as they alternate
2016). Foreign language anxiety is a significant between feeling involved and fascinated and
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QUINTOS, S.B., Foreign Language Anxiety and Students’ Learning Motivation for Filipino Foreign Language (Korean)
Learners, pp. 118 - 130
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IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 4, NO. 2, JUNE 2022
feeling connected and indifferent. Language such as pursuing an excellent future career or
anxiety is a common occurrence among language the need for education. When they use the
learners. Anxiety, as an emotional component of language, they get frustrated, anxious, and
language acquisition, can have a detrimental sometimes scared because they have no
impact on motivation and attitude toward the experience. Learning a second language can be a
language (Male, 2018). It is possible to reduce frightening experience. The pressure and stress
student anxiety by concentrating on the message placed on students to succeed in a second
rather than the form (Oteir & Al-Otaibi, 2019). The language create anxieties unique to second
findings of a study conducted by Djafri et al. (2018) language classrooms (Conway, 2007).
revealed that students' perceptions of instructors' Studies on encouragement in L2 and FL
behavior raise their anxiety about learning a learning and other related topics have been
second language. conducted extensively in Asian contexts. Yu &
Most foreign language students express high Watkins (2008) investigated the motivating
speaking anxiety levels, citing their lack of orientations and learning factors of East Asian
speaking skills as the most significant impediment language learners. The study found that desire,
to foreign language communication (Bilá, 2013). language use, and an inclusive motivational
They were frightened of being mocked by their orientation significantly motivate East Asian
students and losing their credibility. There are three language learners. Integrative encouragement has
things that have led to their FL anxiety, according become more critical than instrumental
to Marwan (2016): a lack of preparation, a lack of encouragement. Students wanted to learn to speak
confidence, and a fear of failing the class. Also, and listen more than they wanted to learn to read
greater stress and anxiety emerge in formal and write, struggling with the latter. Yu and Watkins
education than in the informal environment. explored the correlation between motivational
(Hashemi & Abbasi, 2013). influences, cultural similarity, and L2 competence
Learners' unrealistic or incorrect beliefs about in Western and Asian university students studying
language learning are the primary source of Chinese in the People's Republic of China. Their
anxiety. Because foreign language learners are study showed that Chinese culture's degree of
exposed to the expert language of native speakers integration and optimism was significantly and
through tapes, videos, and instructors, they "set positively related to Chinese language proficiency.
their standards as high as the level of native In contrast, language anxiety was significantly and
speakers," causing anxiety due to failure to meet negatively associated with Chinese language
the high standards (Kitano; Zhang and Zhong, proficiency.
2012, pp. 28). Furthermore, learners’ high Learning a foreign language has long been a
expectations to communicate and speak in public top priority in the Philippines, both for academic
cause anxiety. The fear of falling short of these and recreational purposes. It is clear that measures
expectations can hinder learning (Rajanthran et such as the development of tutorial centers and
al., 2013, cited in Elaldi, 2016). language study institutions, as well as the
As previously stated, both anxiety and establishment of mandatory course requirements
motivation significantly impact language learning in schools and universities, are all part of an overall
outcomes. Nonetheless, research on language strategy to promote Filipino cultural and social
anxiety and motivation in language learning respect. Filipino students are required to attend
appears to be limited so far. More research is foreign language studies, according to CMO 23 of
needed to determine whether and how foreign the Commission on Higher Education of the
language anxiety and motivation influence Philippines (CHED, 2010). During the foreign
language learning. It is especially true in foreign language course that they will be taking, students
language learning environments where students will have the option of learning Korean.
typically have limited access to and exposure to the In the Philippines, Lucas et al. (2010) (as cited
target language. In each of these cases, they study in Gonzales, 2010) conducted a study based on
the target language primarily for a specific reason, intrinsic motivating influences that can help to
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determine which specific L2 communicative skills 2. To ascertain the level of students’
are most valuable for students to learn. The study foreign language learning anxiety
found that selected first-year college students from 3. To determine the level of student’s learning
various universities in Manila are intrinsically motivation in terms of:
motivated to learn speech and reading skills and 3.1 desire for career and economic
that knowledge and achievement are intrinsically enhancement;
motivating. They also stated that Filipino students 3.2 desire to be a global citizen;
are inherently motivated to learn a foreign 3.3 desire to communicate and affiliate with
language due to their access. In addition, Gonzales foreigners;
(2006) argued that Filipino learners face difficulties 3.4 desire for self-satisfaction in learning;
and are not motivated to use language in speech, 3.5 self-efficacy
reading, and listening because of the complexity of 3.6 desire for cultural integration
these abilities and the measurable benefits that 4. To determine the relationship between
these abilities can provide to the learners. foreign language anxiety and learning
Furthermore, Macayanan (2018) looked at the motivation
impact of language learning anxiety on Filipino 5. To compare the students’ foreign language
Engineering students' L2 speech and writing. anxiety and the sex of the respondents
Apprehension, discomfort, and nervousness 6. To compare the students’ learning motivation
continue to be common patterns in second- or and the sex of the respondents
foreign-language learning. 7. To compare the students’ foreign language
In 2019, the Bataan Peninsula State University anxiety and the age of the respondents
(BPSU) offered foreign languages (Korean and
Spanish) as part of the undergraduate curriculum. METHODOLOGY
The University believes that learning languages
and cultures different from its own sharpens the The study utilized the method of quantitative
student's attention to the intricacies of language research wherein the respondents were 663
systems, thus, developing one's skills for linguistic second-year college students of Bataan Peninsula
analysis. Learning other foreign languages allows State University-Main Campus who learned
students to understand their heritage language Korean as a foreign language and accomplished
better while also developing their cognitive and two 3-unit FL courses (Basic Korean & Advanced
communicative skills. However, if a student fails Korean) for two consecutive semesters.
Basic Korean, they will be unable to take Advanced Respondents have very minimal knowledge of the
Korean. Since this study was conducted during the FL, informal exposure such as print materials,
first year of the pandemic, students have high movies, music, and no relatives and acquaintances
anxiety levels and low motivation. with FL proficiency. They only access the FL when
they watch digital media such as Korean
OBJECTIVES OF THE STUDY telenovelas, movies, and pre-recorded videos of K-
pop artists.
This study examined the foreign language Further, the study used stratified random
learning anxiety, and its learning motivation, sampling, and the sample was calculated by using
among students, enrolled in a Korean course at the G-Power Analysis Software. The number of
Bataan Peninsula State University-Main Campus. samples in the study was estimated at 95%
Furthermore, it sought to fulfill the following specific statistical power, alpha (probability error) at 0.05,
objectives: and small effect size at 0.30. On the other hand,
the study used a modified questionnaire. The first
1. To determine the profile of the students in one is the Foreign Language Classroom Anxiety
terms of: Scale-(FLCAS), developed by Horwitz et al.
1.1 sex (1986). The instrument is designed to assess the
1.2 age anxiety of foreign language learners while learning
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the language in the classroom. The FLCAS 1. Respondents of the Study
employs a 5-point Likert scale with 33 items
ranging from strongly agreed (5) to strongly Table 1 presents the profile of the respondents
disagreed (1). The second is the Foreign Language in terms of sex and age.
Learning Motivation Questionnaire (FLLMQ)
developed by Gonzales (2006). This was adopted Table 1
as the motivation of students to learn. The Profile of Respondents
Sex f %
instrument consists of 40 items and six factors. The Male 388 58
FLLMQ employs a 5-point Likert scale with Female 275 42
Total 663 100
responses ranging from strongly agree (5) to Age f %
strongly disagree (1). The student profile includes 19 – 20 yrs. old. 558 84
age and sex. 21 – 22 yrs. old. 85 13
23 yrs. old. & above 20 3
The researcher distributed the questionnaire Total 663 100
online to the respondents via Google forms. The
objectives of the study were included in the survey
form. It was also emphasized that completing the As seen in Table 1, 388 are male while 275 are
questionnaire was voluntary and had nothing to do female. In terms of age, 558 of them belonged to
with the current enrolled foreign language or with ages 19 – 20 while 85 belonged to ages 21-22
additional incentives. years old. Only twenty of them belonged at ages
Various statistical methods were used to 23 and above. Thus, it represents that majority of
evaluate the data. The weighted mean was used to respondents who took up a foreign language
characterize students’ level of motivation and course were second-year male college students.
anxiety when learning a foreign language.
Pearson's r correlation coefficient was used to 2. Level of Foreign Language Learning Anxiety
determine whether there is a significant Among FL Learners
relationship between learning motivation and
anxiety. Furthermore, the independent samples t- The two highest means provided by the
test and analysis of variance (ANOVA) were used students are on the indicators “I am afraid of the
to compare the motivation and anxiety of students consequences of failing my foreign language
studying a foreign language based on their profile. class.” and “I am frightened when I have to speak
Before performing the t-test and analysis of without preparation in a language class.” having
variance, the assumptions on normality and means of 3.89 and 3.67, respectively. On the other
homogeneity of variances were verified. SPSS hand, the two lowest means are “I am worried that
provides significance or probability values for my language teacher will point out my mistakes.”
hypothesis testing. As a result, these are simply and “I feel at ease when I speak in a foreign
compared to the 0.05 level, which was established language class.” with means of 2.78 and 2.51,
in the study as the acceptable level of significance. respectively. A composite mean of 3.23 implies
If the significance, or p-value, is equal to or less that the students have agreed with the foreign
than 0.05, the statistical value is significant, and the language learning anxiety indicators.
null hypothesis is rejected. Students' major motivation in learning the
course was to pass it, and all factors related with
that, such as degree of readiness and self-
RESULTS AND DISCUSSION consciousness, were given significant
consideration, leading in high levels of anxiety
This section presents the analysis and when and if this goal was not attained. A similar
interpretation of data to determine the relationship finding was made by Kraova and Sorova (2015),
between foreign language anxiety and learning who discovered that the most stressful situation
motivation. contributing to foreign language anxiety is when

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individuals in their immediate environment judge other cultures” has the lowest with 4.01.
their knowledge and ability to execute in a foreign Overall, the mean of 4.10 denotes that the students
language. They are afraid of making mistakes and “Agree” with the foreign language learning
getting punished by their colleagues. motivation indicators in their desire to be global
citizens.
3. Level of Foreign Language Learning Table 3

Motivation of the Students Mean Score of Learning Motivation in terms of desire to be a
Global Citizen
Descriptive
3.1. In terms of Desire for a Career and Indicator Mean
Equivalent
Economic Enhancement It broadens my view to
4.19 Agree
understand other cultures
Table 2 FL is one way of learning
4.21 Strongly Agree
Mean Score of Learning Motivation in terms of Desire for another culture
Career and Economic Enhancement It helps me appreciate foreign
4.12 Agree
Descriptive people
Indicator Mean FL gives me the confidence to
Equivalent 4.01 Agree
learn about other cultures
I want to increase my chances
3.70 Agree Composite Mean 4.10 Agree
of getting a good job
I want to get a high-paying job 3.67 Agree
I want to have more job
The finding exemplifies the students' high
opportunities after 3.89 Agree
interest in increasing their awareness of FL and a
graduation better understanding of intercultural communities
FL is another way of enriching by taking language-learning courses. Based on the
3.86 Agree characteristics of the respondents (see
my future career
Composite Mean 3.78 Agree Methodology), informal learning environments help
out FL students by providing common grounds for
Table 2 presents the different indicators with the exchange of intercultural dialogue (Chen,
their corresponding mean score. The indicator “I 2011). FL students were expected to develop
want to have more job opportunities after intercultural skills, even if cultural discrepancies
graduation" gained the highest mean of 3.89, while exist (i.e., disparate values and cross-cultural
the indicator "I want to get a high-paying job" had interaction). When students are attempting to
the lowest mean score of 3.67. A composite mean communicate in a language that is not their native
of 3.78 indicates that the students have agreed on tongue, they are bound to make mistakes.
the indicators of foreign language learning Teachers should be compassionate of minor errors
motivation in their desire for career and economic made by students that do not impede the
enhancement. communication process, reducing the pressure
The result reflects that learning Korean as a and enhancing students' self-esteem (He, 2017).
foreign language was prospected to increase These students may have gained a higher
employability, competitiveness, and versatility. desire to learn the FL and the time and effort
Smith (2017) found that student access to foreign required to achieve that objective (Dewaele et al.,
language education opens doors. Success in 2017).
language learning requires a strong and positive
learning desire. (Liu, 2015) 3.3. In terms of Desire to Communicate and
Affiliate with Foreigners
3.2. In terms of Desire to be a Global Citizen
As observed in Table 4, the highest mean of
It can be seen in Table 3 that “FL is one way 4.06 is on "It is helpful when I travel abroad." The
of learning another culture” has the highest mean lowest mean of 3.77 is on "I am delighted when I
of 4.21 while “FL gives me the confidence to learn hear a foreigner speaking." In general, a 3.93-
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mean signifies that the students "Agree" with the TVs and Youtube." while "…My classmates
indicators of foreign language learning motivation are comfortable learning with me." has the lowest
in their desire to communicate and affiliate with mean of 3.51. A mean of 3.58 shows that the
foreigners. students "Agree" with the indicators of foreign
language learning motivation in their desire for self-
Table 4 satisfaction in learning.
Mean Score of Learning Motivation in terms of Desire to These imply that respondents relatively see the
Communicate and Affiliate with Foreigners
Descriptive course as means to develop personal convenience
Indicator Mean in leisure activities. The respondents are
Equivalent
I want to communicate with transparent with their intentions in learning the
foreigners in their native 3.98 Agree language. It is similar to the findings of Yu (2010),
language who explains that attitude toward foreign language
I am delighted when I hear a
3.77 Agree learning can influence language acquisition. In
foreigner speaking
I want to go to the country addition, students who had a positive attitude
3.90 Agree
where it is spoken toward the Korean language and learning it
It is helpful when I travel developed or maintained such attitude (Jee, 2014).
4.06 Agree
abroad
Composite Mean 3.93 Agree
3.5. In terms of Desire for Self-Efficacy
Results reflect that respondents value effective Table 6
and efficient communication among other races. Mean Score of Learning Motivation in terms of Desire for Self-
They find the need to avoid language barriers when Efficacy
conversing with people with various and varying Descriptive
Indicator Mean
Equivalent
means of intercourse. Tran et al. (2012) believed
I can relate well in my FL
that learners recognize the convenience of a 3.46 Agree
class
common language in exchanging relations, I enjoy learning an FL
Neither
especially in the global market, i.e., in business, because I believe I am 3.21
Agree/Disagree
education, and even science and technology. good at it
I feel at ease speaking in my Neither
3.18
FL classes Agree/Disagree
3.4. Desire for Self-Satisfaction in Learning I enjoy learning an FL, even
3.64 Agree
if it is difficult
Table 5 I feel inspired when my
Mean Score of Learning Motivation in terms of Desire for Self- teacher notices how I am 3.76 Agree
Satisfaction in Learning progressing in my FL class
Descriptive I believe I am capable of
Indicator Mean 3.80 Agree
Equivalent learning it
I enjoy learning an FL when my Composite Mean 3.50 Agree
friend gives me some books 3.54 Agree
on FL As observed in Table 6, the indicator "I
I enjoy browsing websites that
deal with FL on the Internet
3.58 Agree believe I am capable of learning it." has the highest
I have friends who have mean of 3.80, and the lowest mean of 3.18 is "I feel
3.56 Agree
enjoyed studying it at ease speaking in my FL classes." In addition, a
I enjoy watching foreign movies composite mean of 3.50 reflects that the students
3.75 Agree
on TV and Youtube
My classmates are comfortable
"Agree" with the indicators of the foreign language
3.51 Agree learning motivation in terms of their desire for self-
learning with me
I am learning an FL to pass an efficacy.
3.58 Agree
examination Results denote the eagerness of the
Composite Mean 3.58 Agree respondents to pursue the course primarily
because they have the chance and the ability to do
As shown in Table 5, the indicator with the
so. Through this manner, perhaps, they will realize
highest mean, 3.75, is “I enjoy watching movies on
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the extent of their potential as learners. Similar Moreover, the overall mean of 3.78 suggests
findings were seen in the study of Vaiciuniene & that the students "Agree" with foreign language
Gedvilas (2015). They found that self-development learning motivation indicators.
was among the highest motives for learning a
foreign language. Table 8
Summary of Level of Students’ FL Learning Motivation
Descriptive
3.6. Desire for Cultural Integration Indicator Mean
Equivalent
Desire for Career and
Table 7 3.78 Agree
Economic Enhancement
Mean Score of Learning Motivation in terms of Desire for Desire to be a Global Citizen 4.12 Agree
Cultural Integration Desire to Communicate and
Descriptive 3.93 Agree
Indicator Mean Affiliate with Foreigners
Equivalent Desire for Self-Satisfaction in
I want to live in a foreign Neither 3.58 Agree
3.32 Learning
country Agree/Disagree Desire for Self-Efficacy 3.50 Agree
I can compare my culture Agree Desire for Cultural Integration 3.63 Agree
3.85
with them Composite Mean 3.78 Agree
I am interested in foreign Agree
3.73
cultures
I can socialize with Agree The first three indicators are extrinsic learning
3.87 motivations and are relatively easier for students to
foreigners
Composite Mean 3.63 Agree acquire. They are motivated by the external
environment, particularly when an individual wants
From Table 7, the highest mean is "I can to accomplish a specific purpose, such as fulfilling
socialize with foreigners." with 3.87, and the lowest a requirement or feeling a desire to do so to obtain
mean is "I want to live in a foreign country, " with a a reward in return. In contrast, the second three
mean of 3.32. A composite average of 3.63 means indicators are intrinsic learning motivations that
that the students "Agree" with the indicators of may take time and is crucial for development. It
foreign language learning motivation in their desire happens when a student feels real enjoyment and
for cultural integration. satisfaction over the learning process. The study
It could be drawn from the results that there is results were parallel to Khan & Takkac’s (2021)
a growing interest among the respondents to study, where the desire for career and economic
expand their understanding of foreign culture, not advancement and the desire to interact and affiliate
necessarily to adopt their ways but to at least with foreigners are the primary motivators for FL
appreciate what they have in a more critical sense. learners.
Fenoll & Kuehn (2014) inferred that acquiring It is evident in the results that the respondents
language skills from another country may have were rather extrinsically motivated and needed
eased learners' integration, but it does not directly further engagement in the course. Ryan & Deci
imply that foreign language learning fosters (2000) claimed that the inner drive required to be
migration. strengthened by satisfying the basic needs of
having a sense of identity, competence, and
4. Summary of Level of Foreign Language autonomy.
Learning Motivation of the Students
5. Relationship between Students’ Foreign
As reflected in Table 8, among the Language Learning Anxiety and Learning
students’ language motivation factors, "Desire to Motivation
be a Global Citizen" has the highest mean with
4.12, followed by "Desire to Communicate and Table 9 shows that language anxiety
Affiliate with Foreigners" with an average of 3.93. generally has a significant relationship to all
On the contrary, the indicator with the lowest mean parameters of learning motivation, as indicated by
is the" Desire for Self-Efficacy" with 3.50. their corresponding r-value greater than .05. The
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“desire for self-efficacy” mainly obtained a Table 10
moderate correlation, greater than all other Difference in the Level of Foreign Language Anxiety of Male
and Female Respondents
indicators with a lower relationship. Independent Samples t-Test
Sig.
Test
Factor Value
Table 9 Group N Mean statistic Remarks
(2-
Correlation Matrix of Students’ Foreign Language Anxiety and value
tailed)
Learning Motivation Foreign
Learning Foreign Language Learning Anxiety Language Female 275 3.18 Not
–1.69 .567
Motivation Degree of Learning Significant
r R2 Sig. Remarks Anxiety Male 388 3.17
Factor Correlation
*level of significance at 0.05.
Desire for
Career and Low
–.297 .088 .015 Significant
Economic Correlation As reflected in Table 10, there is no significant
Enhancement
Desire to be a Low
difference between the students’ foreign language
–.292 .085 .034 Significant learning anxiety when grouped according to sex,
Global Citizen Correlation
Desire to as indicated by the t-value of –1.69 and the Sig.
Communicate
and Affiliate –.231 .053 .028
Low
Significant
Value of 0.567.
Correlation
with Razak et al. (2017) revealed supporting results,
Foreigners stating that there is no significant difference
Desire for
Self- Low between the foreign language anxiety exhibited by
–.382 .146 .042 Significant
Satisfaction in Correlation males and females. It means that sexual
Learning
Desire for Moderate
orientation is not a discriminating factor in the
–.407 .165 .013 Significant acquisition of a foreign language. They are all
Self-Efficacy Correlation
Desire for
Low burdened with the same expectations, and they all
Cultural –.251 .063 .023 Significant
Integration
Correlation have the same prior experience when it comes to
Low learning a foreign language. Many research has
Overall –.355 .126 .041 Significant
Correlation been undertaken to discover if females have
*level of significance at 0.05. greater language anxiety than males, however
there have also been studies that contradict this
Data reflect a direct correspondence of two notion and indicate that both sexes experience
variables, meaning a higher level of motivating language anxiety. (Alsowat, 2016)
factors considerably has a more visible effect on Nonetheless, learning FL puts greater weight
the anxiety level of the students. It is evident in the on the students’ level of familiarity with the
level analysis that in pursuit of the different desires language rather than their sexual orientation. With
for learning, students tend to manifest a growing a more significant amount of exposure,
concern over their performance in classes. The engagement, practice, and reception, FL anxiety
more they value the goals they set for themselves would be relatively reduced and, on the latter,
to be achieved, the higher their chances are to diminished.
exhibit consciousness over language literacy. This
result supports the earlier findings of Ushioda 7. Difference in the Level of Learning
(2008) that various variables influence FL learning, Motivation of Male and Female Respondents
i.e., attitude towards FL learning and perceived
ability to learn a foreign language. In addition, it is Among the indicators of students' learning
believed that attitude and desire to interact are motivation, it is presented in the table that only the
contextualized in learning a foreign language. "desire for career and economic enhancement"
Furthermore, ANOVA does not indicate where has no significant difference. In contrast, other
the significant difference lies; the Tukey–HSD was indicators showed significant differences when
used as a post-comparison tool. grouped according to sex.
As shown, the means of the female group
6. Difference in the Level of Foreign Language were significantly higher than the corresponding
Anxiety of Male and Female Respondents means of the male group.
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Table 11 8. Difference in the Level of Foreign
Difference in the Level of Learning Motivation of Male and Female
Respondents. Language Learning Anxiety of Students in
Sex Descriptive Independent Samples t-Test Various Age Groups
Test Sig.
Learning
statist Value
Motivation Group N Mean Remarks
ic (2-
value tailed)
Based on Table 12, there is no significant
Desire for
Female 275 3.57
difference between the students' foreign language
Career and Not
Economic
1.81 .071
Significant learning anxiety when grouped according to age,
Enhancement Male 388 3.49
Desire to be a Female 275 4.31
as indicated by the t-value of .204 and Sig. Value
6.36 .000 Significant
Global Citizen Male 388 4.00 of .815.
Desire to Female 275 4.09
Communicate
and Affiliate with Table 12
Male 388 3.81
Foreigners
Difference in the Level of Foreign Language Learning Anxiety of
Desire for Self- Female 275 3.69
Satisfaction in 3.68 .000 Significant Students in Various Age Groups
Learning Male 388 3.51
Age Descriptive ANOVA
Desire for Self- Female 275 3.63
Efficacy Male 388 3.48 Factor Test
Desire for Sig.
Female 275 3.77 Group N Mean statistic Remarks
Cultural 4.52 .000 Significant Value
value
Integration Male 388 3.52
Overall
Female 275 3.84
5.46 .000 Significant Foreign 19 – 20 558 3.17a
Male 388 3.64
Language 21 – 22 85 3.18a Not
* level of significance at 0.05. Learning
.204 .815
Significant
Anxiety 23 &
20 3.14a
above
Likewise, the overall mean of 3.84 for the
female group is significantly higher than that of the **similar letters in the mean implies no difference between each
male group of 3.64. category after Tukey-HSD as post hoc analysis
Among the indicators of students' learning
motivation, it is presented in the table that only the On the contrary, Aydin et al. (2017) concluded
"desire for career and economic enhancement" that age contributes significantly to the learning
has no significant difference. In contrast, other anxiety of children. It was observed that younger
indicators showed significant differences when age groups suffer greater from worries and
grouped according to sex. As shown, the means of adjustments in speaking the newly introduced
the female group were significantly higher than the language. When students are expected to perform
corresponding means of the male group. Likewise, in foreign language classes, they may have state
the overall mean of 3.84 for the female group is anxiety, but this subsides as their foreign language
significantly higher than that of the male group of skills and levels of learning improve (Ay, 2010)
3.64. Several research on motivational factors This contradiction perhaps comes from the
found that women are more driven than men in L2 differences in the age ranges of the participants in
acquisition and that women had more favorable the study. In this paper, the respondents' ages
attitudes about learning a foreign language and a were not significantly deviated from each other. So
higher interest in the target culture than male it is expected that lesser variation in an effect would
language learners (Van der Slik et al., 2015) take place.
The study supports the research study of Glynn
et al. (2007), whereby female students are "more 9. Difference in the Level of Learning
likely to attend class on time, sit in the front of the Motivation of Students in Various Age
class, take notes, study the textbook, and study in Groups
an organized manner—all behaviors associated
with a relatively high motivation to learn. “While As seen in Table 13, the results show that the
girls generally displayed higher language learning most significant (Sig) values exceed 0.05, rejecting
motivation than boys in both studies, they did not null hypotheses except one. It denotes no
differ from the boys in all respects,” says significant differences in various areas of students'
Heinzmann (2009). Students may also respond motivation when grouped according to age.
differently to foreign language Moreover, a significant difference is found only in

126
the "desire for self-efficacy," as reflected by Sig. CONCLUSION
value, .028.
After the exploratory investigation of
Table. 13 respondents' foreign language anxiety and
Difference in the Level of Learning Motivation of Students in Various learning motivation, the researcher hoped to enrich
Age Groups the literature with findings specific to this context.
Learning
Age Descriptive ANOVA FL anxiety hinders language acquisition.
Motivation
Test Students experienced worrying events and
Factor Group N Mean statisti Sig. Remarks
c value
stressful learning conditions. They tend to exhibit
Desire for 19 – 20 558 3.50a consciousness over language literacy as they put
21 – 22 85 3.63a
Career and
1.86 .156
Not greater value on the goals they hold. Despite this,
Economic 23 & Significant
Enhancement above
20 3.56a students are generally positive and motivated in
19 – 20 558 4.11a learning a foreign language. The research
Desire to be a 21 – 22 85 4.17a Not
Global Citizen 23 &
.520 .595
Significant concluded that learning a foreign language is
20 4.22a
above
19 – 20 558 3.90a
essential for employment opportunities, effective
Desire to
Communicate 21 – 22 85 4.05a Not
communication, and exploring the foreign culture.
2.77 .063
and Affiliate 23 &
20 4.12a
Significant Increasing the level of motivating factors
with Foreigners above
19 – 20 558 3.57a
corresponds to a growing level of anxiety among
Desire for Self-
Satisfaction in
21 – 22 85 3.73a
2.72 .067
Not students.
23 & Significant
Learning above
20 3.56a Additionally, age does not affect foreign
19 – 20 558 3.51a language learning anxiety and does not show
Desire for Self- 21 – 22 85 3.71b
Efficacy 23 &
20 3.65ab
3.58 .028 Significant statistically significant differences in academic
above
19 – 20 558 3.61a
performance and learning motivation. Female
Desire for
Cultural
21 – 22 85 3.69a
.765 .466
Not students tend to have a more proactive and
23 & Significant
Integration above
20 3.75a receptive behavior in learning than males, thus
19 – 20 558 3.70a exemplifying the greater interest and motivation in
21 – 22 85 3.83a Not
Overall
23&
2.85 .058
Significant foreign language acquisition. Contrarily, sex did
20 3.81a
above not present a varying effect on anxiety and self-
**similar letters in the mean implies no difference between each
consciousness.
category after Tukey-HSD as post hoc analysis
RECOMMENDATION
These imply that age 21 to 22 (3.71) has
greater learning motivation than younger age Based on the study’s conclusions drawn, the
groups. In addition, the result of Tukey-HSD following recommendations were given:
implies that age groups 21 to 22 and 23 & above First, promoting a learner-centered environment
are not significantly different in terms of learning in teaching FL should be boosted as it deepens
motivation. students’ engagement, creates positive culture
Results denote that age is not a contributing inside the class, and overcomes situational factors
factor to motivating the students to learn a foreign causing learning anxiety.
language. Considering that most of them are in the Second, the utilization of instruments that
same year level, it could be deduced that ages do primarily examines language anxiety and
not vary effectively. According to Larson-Hall motivating factors should be devised or adapted.
(2008), age has a non-negligible effect on second The instrument must possess more specific
language learning when language learners receive indicators (extrinsic and intrinsic) and could assess
adequate feedback. Although age can play a role motivation in a clustered manner and investigate
in improving second language acquisition, the level of learning anxiety. It ensures that the
educators must provide sufficient exposure to student’s motivation is carefully determined based
students with the target language during their on leading theories in the two variables under
learning process. study.
127
Lastly, the researcher recommends further Dewaele, J., Witney, J. Saito, K., Dewaele, L.
studies related to the research topic involving (2017) Foreign language enjoyment and anxiety: the
respondents with heterogeneous and diverse effect of teacher and learner variables. Language
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Djafri, F., Wimbarti, S. (2018) Measuring foreign
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languages: in relation to motivation and perception of
The researcher wishes to express her gratitude teacher’s behaviors. Asian. J. Second. Foreign.
to Bataan Peninsula State University for its Lang. Educ. 3, 17. https://doi.org/10.1186/s40862-
unwavering support in her endeavor. 018-0058-y
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IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 4, NO.

FOREIGN LANGUAGE ANXIETY AND STUDENTS’ LEARNING

Keywords: L2 learning, motivational factors in language learning, second language acquisition

INTRODUCTION factor influencing one's ability to learn a foreign

P – ISSN 2651 - 7701 | E – ISSN 2651 – 771X | www.ioer-imrj.com

P – ISSN 2651 - 7701 | E – ISSN 2651 – 771X | www.ioer-imrj.com

3. Level of Foreign Language Learning Table 3

P – ISSN 2651 - 7701 | E – ISSN 2651 – 771X | www.ioer-imrj.com

REFERENCES Dordinejad, F. G., & Ahmadabad, R. M. (2014).

P – ISSN 2651 - 7701 | E – ISSN 2651 – 771X | www.ioer-imrj.com

Wu, K. (2010). The relationship between language

Yang, J. S. R. (2003). Motivational orientations and

Yu, B. & Watkins, D. A. (2008). Motivational and

P – ISSN 2651 - 7701 | E – ISSN 2651 – 771X | www.ioer-imrj.com

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