English Language Anxiety in Oral Recitation, Public Speaking, and Presentation

Among Grade 12 Public School Students

An Undergraduate
Thesis Presented to the Faculty of
Mount Carmel College of Escalante Inc.
Escalante City, Negros Occidental

In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Secondary Education Major in English

LUCELYN EGANG
JHUNIZA GAJO
RHANGEL JIMENEZ
JAMEL NEPANGUE
GEONALD OLARAN
RALPH SALIMBOT
SHANE SEMBRANO

June 05, 2025

Acknowledgement

This study would not have been possible without the support, encouragement, and
assistance of many people who were with us throughout the entire journey. We deepley value
everyone who helped—whether greatly or in small ways—to the completion of our thesis,
"English Language Anxiety in Oral Recitation, Public Speaking, and Presentation among
Grade 12 Public School Students."

Most of all, we thank God for granting us the strength and clarity to continue. During
periods of fatigue, confusion, or uncertainty, our faith offered us hope and motivated us to
trust in the process.

To our families, we show our deepest love and appreciation. Your love, understanding,
and continue support helped us rise when we were feeling defeated. Through restless nights
and times of uncertainty, you stood by us, supporting and affirming our value. We couldn’t
have achieved this without you.

We particularly appreciate our research advisor, Mr. Floyd Cabus. We appreciate your
consistent guidance, helpful feedback, and for your constant patience with us. Your
assistance enabled us to grow not just as researchers but also as more considerate and
resilient people.

We want to extend our heartfelt gratitude to Mr. Benji Bascar. Your help and support
were genuinely important to us, and we are grateful for the time and effort you contributed to
make this study happen. our statistician, for helping us comprehend all the numbers and
statistics. Your expertise and willingness to help greatly influenced the results of our study.

To the faculty and staff of Mount Carmel College of Escalante, we are grateful for the
solid groundwork you've established and for imparting values that directed us in this
research. Your dedication to our education truly guided us at each step.

A sincere thank you to the principal, teachers, and students of Buenavista National
High School. Thank you for your kind welcome, taking the time to answer our surveys, and
engaging in this research. This study wouldn’t have been possible without your support.

To our peers, friends, and research partners—you eased this journey with your
laughter, encouragement, and guidance. We appreciate each moment we shared and all the
encouragement you provided.

Finally, to everyone who supported us in any way—our heartfelt gratitude goes out to
you. Your generosity and assistance meant more than you realize.

This study encompasses much more than mere pages of information and analysis. It
showcases collaboration, hard work, affection, and unity. For this, we are genuinely and
eternally appreciative.

— The Researchers

2
ABSTRACT

This research aimed to evaluate the level of English language anxiety experienced by
Grade 12 public school students during oral recitation, public speaking, and presentations,
with a focus on their gender and academic strand. Based on the Foreign Language Anxiety
Theory and Krashen's Affective Filter Hypothesis, this research employed a quantitative-
descriptive design involving 100 Grade 12 students across different academic strands:
Accountancy, Business, and Management (ABM); Humanities and Social Sciences
(HUMSS); and Technical-Vocational-Livelihood (TVL). Data were collected using a
structured survey that evaluated students' anxiety levels in various oral communication
assignments.

The results indicated that students displayed significant anxiety related to the English
language in all three oral communication tasks, with presentation activities inducing the most
anxiety, closely followed by public speaking and oral recitation. When examined by gender,
male students showed slightly higher anxiety levels than female students in all categories. In
terms of academic strands, students from TVL showed the greatest levels of anxiety, while
those in HUMSS and ABM ranked next.

These results shows that anxiety linked to the English language is a common concern for
senior high school students, specifically in tasks that needs public speaking or extended
verbal communication. The study shows that gender and strand are important factors that can
influence the degree of anxiety linked with the English language. The findings emphasize the
need for English teachers to adopt methods that reduced anxiety and engage in activities that
develop confidence, thus helping students manage their fear of speaking English in academic
settings. In addition, specific helped may be crucial, especially for students in the TVL track,
to improve their oral communication skills.

3
TABLE OF CONTENTS
Page

TITLE PAGE
ACKNOWLEDGEMENT ………………………………………… 1
ABSTRACT ……………………………………………………… 2
TABLE OF CONTENTS ………………………………………….. 3
LIST OF TABLES ………………………………………………… 4
LIST OF FIGURES ……………………………………………….. 5
LIST OF APPENDICES……………………………………………… 6

INTRODUCTION
Background of the Study ………………………………… 7
Objectives of the Study …………………………………. 9
Theoretical Framework …………………………………... 9
Conceptual Framework ………………………………….. 11
Scope and Limitations of the Study ……………………… 12
Significance of the Study ………………………………… 12
Definition of Terms ……………………………………… 13

METHODS
Research Design ……………………………………….. 15
Research Locale ……………………………………….. 15
Research Participants ………………………………….….. 15
Research Instrument …………………………………….. 16
Validity of the Research Instruments ……………………. 17
Reliability of the Research Instruments ………………… 18
Data Gathering Procedure ………………………………. 18
Data Analysis …………………………………………… 19
Ethical Considerations …………………………………... 19

RESULTS AND DISCUSSION …………………………………. 20

SUMMARY OF FINDINGS ……………………………………. 25
CONCLUSION …………………………………………………. 26
RECOMMENDATIONS ……………………………………….. 26
REFERENCES ………………………………………………….. 28

4
LIST OF TABLES

Table Page
1 Stratified Random Sampling ……………………………………..…….. 16
1.1 Demographic Profile of the Respondents in terms of their Sex and
Academic Strand…………………………………………………………… 20
2. Level of English Language Anxiety in Oral Communication Tasks in terms
of Oral Recitation, Public Speaking, and Presentation when grouped
according to Sex ………………………………………….. ………………. 21
3. Level of English Language Anxiety in Oral Communication Tasks in terms
of Oral Recitation, Public Speaking, and Presentation when grouped
according to Academic Strand …………………………………………..… 22
4. Level of English Language Anxiety in Oral Communication Tasks in terms
of Oral Recitation, Public Speaking, and Presentation when
Taken Collectively …………………………………………………..……. 23

5
LIST OF FIGURES

Figure Page
1. IPO Model for English Language Anxiety in Oral Recitation,

Public Speaking, and Presentation Among Grade 12 Public

School Students………………………………………………………… 11

6
LIST OF APPENDICES

Appendices Page

Appendix A: Survey Questionnaire ……………………… 30

Appendix B: Endorsement for Pre-Oral Defense ………… 33
Appendix C: Letter to Validate Research Instrument for Pilot Testing
…………………………………………………… 34
Appendix D: Letter to Conduct Research Data Gathering …… 35
Appendix E: Student Consent Form …………………………. 36
Appendix F: Computer Generated Outputs …………………… 37
Appendix G: Certificate of Statistical Treatment……………… 42
Appendix H: Certification …………………………………… 43
Appendix I: Grammarly Result……………………………….. 44
Appendix J: Plagiarism Check Result………………………… 45
Appendix K: Matrix of Compliance………………………….. 46
Appendix L: Curriculum Vitae……………………………….. 48

7
CHAPTER 1
INTRODUCTION

BACKGROUND OF THE STUDY

In the Philippine education system, English remains the primary language of instruction,
particularly in public schools, and is mandated in all subjects from elementary to senior high
school (Cruz & Bautista, 2022). In Grade 12, students are often evaluated through oral
communication tasks, including recitations, public speaking, and presentations. These
activities require expertise, accuracy, and assurance in spoken English (Delos Santos &
Reyes, 2021). They are essential not only for educational success but also for equipping
students for advanced studies and future careers, where English skills are highly valued
(Valdez, Santos, & Villanueva, 2023).

Though verbal communication skills are crucial, numerous students experience anxiety
concerning the English language, which serves as a psychological barrier that significantly
hinders their performance in speaking activities (Liu & Jackson, 2019). Language anxiety is a
specific form of fear experienced in second-language learning environments, characterized by
apprehension, discomfort, and tension while interacting in the target language (Liu, 2020). It
often appears as anxiety associated with communication, fear of examinations, or worry
about negative evaluation—especially in situations where students must speak publicly
(Nguyen & Balakrishnan, 2020).

This anxiety particularly intensifies during graded and monitored oral communication
activities. Students often fear being mocked or corrected for mistakes in grammar or
pronunciation (Delos Santos & Reyes, 2021). As a result, they may hold back from speaking
or exhibit reduced fluency and self-assurance in their delivery (Nguyen & Balakrishnan,
2020). Studies suggest that language anxiety can cause students to forget their prepared
material, speak quickly, or completely shut down when called upon to participate (Liu &
Jackson, 2019)In the Philippine classroom context, several factors intensify these anxieties.
Many students have limited exposure to spoken English outside of school, making the
classroom their primary venue for English communication (Cruz & Bautista, 2022). Oral
communication tasks are also high-stakes assessments, often graded not only on content but

8
on delivery, pronunciation, and confidence—all of which contribute to student anxiety
(Valdez et al., 2023).

Anxiety levels might also differ according to demographic elements, such as gender and
academic discipline. A study by Garcia and Fernandez (2022) revealed that female students
generally experience greater anxiety in speaking tasks compared to male students, frequently
due to concerns about being judged or increased self-awareness. Moreover, learners in the
Humanities and Social Sciences (HUMSS) track often engage in verbal tasks such as debates
and presentations, which could aid in alleviating anxiety. Conversely, Technical-Vocational-
Livelihood (TVL) students may participate in limited English-speaking activities, leading to
diminished confidence and increased anxiety during oral assignments (Martinez & Lopez,
2021).

While numerous studies emphasize the impact of language anxiety, only a limited
number have explored it within the framework of particular oral communication tasks.
Recitations, public speaking, and presentations vary in format, improvisation, and audience
scale. Such disparities can provoke different intensities of anxiety. For example, recitations
might seem more daunting due to their spontaneous nature, whereas public speaking can
trigger anxiety because of larger crowds, and presentations might evoke stress associated
with performance standards (Zhang & Xu, 2020; Nguyen & Balakrishnan, 2020).

Additionally, much of the existing research is either global or broad in focus, lacking
sufficient exploration of how language anxiety influences Filipino senior high school students
concerning gender and academic strand. Context-specific research is necessary to tackle the
unique educational and cultural environment of the Philippines and to inform school-oriented
programs (Cruz & Bautista, 2022; Valdez et al., 2023).

Grasping the origins and effects of English language anxiety in speaking tasks is crucial
for enhancing teaching methods and student results. Recognizing anxiety patterns by sex,
strand, and task type will enable educators to create more inclusive, supportive, and adaptable
classroom approaches (Garcia & Fernandez, 2022). Reducing this anxiety can lead to
increased involvement, improved fluency, and a more supportive learning environment for
students. (Valdez et al., 2023).

9
This research aims to investigate English language anxiety related to oral
communication tasks—particularly oral recitation, public speaking, and presentations—
among Grade 12 public school students, with an emphasis on variations based on sex and
academic strand (Cruz & Bautista, 2022). The results seek to enhance comprehension of task-
specific anxiety and provide practical, classroom-oriented strategies to aid student
achievement (Valdez et al., 2023).

OBJECTIVES OF THE STUDY

This study aims to determine the level of English language anxiety experienced by Grade 12
public school students during oral communication tasks. Specifically, it seeks to:
1. To determine the demographic profile of the respondents in terms of
their sex and academic strand.
2. To identify the level of English language anxiety in oral communication tasks—
specifically oral recitation, public speaking, and presentation—both collectively and when
grouped according to sex and strand.

THEORETICAL FRAMEWORK
This research is based on two central theories that elucidate the emotional and
psychological aspects of learning a second language, particularly in relation to speaking
performance: the Foreign Language Anxiety Theory and Krashen's Affective Filter
Hypothesis. These theories provide a foundation for understanding how anxiety affects
learners' engagement and performance in oral communication activities, such as recitations,
public speaking, and presentations.

The Foreign Language Anxiety Theory, proposed by Horwitz, Horwitz, and Cope
(1986) and further developed in later research by Teimouri, Goetze, and Plonsky (2020),
defines language anxiety as a distinct and context-dependent form of anxiety experienced
while learning or using a foreign language. It consists of three primary elements:
communication apprehension (anxiety about speaking before an audience), test anxiety (fear
of failing in language tests), and fear of negative evaluation (worry about judgment from
instructors or classmates). These aspects are especially significant in oral communication

10
activities that require immediate speaking and peer evaluation, as often seen in classroom
recitations, public speaking tasks, and presentations. Students who face significant anxiety in
these areas tend to shy away from involvement or underperform, not due to insufficient
knowledge but because of emotional disruptions.

Enhancing this is Krashen's Affective Filter Hypothesis (Krashen, 1982; revised by

Krashen, 2020), which posits that emotional aspects, such as motivation, self-esteem, and
anxiety, act as a barrier that can either aid or hinder language learning. When a student's
anxiety is elevated, their affective filter intensifies, hindering the effective processing of
language input. Consequently, even proficient learners can struggle to succeed in oral
communication activities due to anxiety and apprehension. Conversely, a reduced affective
filter—fostered by encouraging settings and minimal anxiety—enhances language
understanding and performance.

Recent local research backs these theories within the Philippine context. Bautista and
Dela Cruz (2021) discovered that Filipino senior high school students frequently encounter
significant anxiety during oral English activities, primarily due to concerns about negative
PROCESS OUTPUT
assessment
INPUT and insufficient experience with practical speaking. Arceo (2022) similarly
observed that classroom settings Datathat are excessively critical or overly 
Collection formal often heighten
Levels of
I. Demographic Language
students’ affective filters, diminishing their readiness to participate in oral communication.
Profile of Grade Survey Questionnaire Anxiety in
12 students in (Validated questionnaire Different Oral
terms of: Collectively, these theories
adaptedclarify
from whythe numerous
Foreign Grade 12 students face different
Tasks
i. sex
degrees of anxiety in variousLanguage Classroom
oral activities, and how this anxiety might varyDifferences
based on gender
in
ii. strand Anxiety Scale (FLCAS)) Anxiety Based
and academic strand. Utilising these frameworks, the research aims to examine how anxiety
on Sex and
II. disrupts
English oral communication task performance
Data Analysis and identify educational strategies
Strand
to mitigate
Language
its effects. Descriptive Statistics  Recommendatio
Anxiety in: (mean, frequency) ns for Educators
i. oral recitations and
ii. public speaking Interpretation and
Policymakers
iii. presentations Description

Analysis of anxiety levels

CONCEPTUAL FRAMEWORK among students
This study is based on the Input-Process-Output (IPO) model, which illustrates how
different factors contribute to English language anxiety among Grade 12 public school

11
students during oral recitations, public speaking, and presentations. The Input consists of
students' demographic profiles, particularly their sex and academic strand, as well as their
experiences of anxiety in the specific oral tasks. During the Process phase, data are gathered
using a validated questionnaire adapted from the Foreign Language Classroom Anxiety Scale
(FLCAS), and analyzed through descriptive and inferential statistics to identify anxiety levels
and compare differences between groups. The Output represents the findings regarding the
intensity of language anxiety in each speaking task and how it varies by sex and strand. These
results offer valuable insights and recommendations for educators and school administrators
to develop strategies that reduce anxiety, boost students' confidence, and enhance their oral
English performance. This framework helps systematically connect student characteristics
with their experiences of anxiety and academic outcomes in oral English communication.

Figure 1. IPO Model for English Language Anxiety in Oral Recitation, Public Speaking,
and Presentation Among Grade 12 Public School Students
SCOPE AND LIMITATIONS OF THE STUDY
This study assesses the anxiety related to the English language that Grade 12 public
school students experience during oral recitation, public speaking, and presentations. It aims
to outline the degrees of anxiety and examine its impact on students' performance in these
particular oral English activities. The research took place at Buenavista National High

12
School, after a shift from the initially intended location because of premature school closure.
Despite the school offering only three academic strands, stratified random sampling was
employed to ensure sufficient representation among these strands, thereby facilitating an
accurate evaluation of anxiety levels within the existing student population (Taherdoost,
2020).

Information was collected through surveys conducted throughout the 2024–2025

school year and analysed using quantitative techniques to assess the degree of English
language anxiety experienced by Grade 12 public school students during oral recitation,
public speaking, and presentations. Concentrating on just one grade level and school restricts
the applicability of the results to different schools or areas.

Notwithstanding these constraints, the research aims to provide a valuable

understanding of how anxiety in the English language emerges during oral recitation, public
speaking, and presentations among Grade 12 students, along with suggestions for teachers to
assist students in overcoming these obstacles.

SIGNIFICANCE OF THE STUDY

This study is important because it provides a deeper understanding of the anxiety
experienced by Grade 12 public school students in English language contexts, such as oral
recitation, public speaking, and presentations. By knowing the levels and effects of anxiety in
these three oral tasks, the research gives valuable information for teachers, enabling them to
create pinpoint approaches that can reduce anxiety and improve student performance.

For learners, the findings highlight common challenges and promote awareness,
boosting confidence and participation in spoken English activities. School administrators and
decision-makers can use the results to improve curriculum development and establish
effective support programs that tackle language anxiety.

This study enhances English language teaching and learning in the Philippine public
education system, ultimately enabling students to achieve better academic outcomes and
prepare them for future educational and professional opportunities.

13
DEFINITION OF TERMS

English Language Anxiety. A specific form of anxiety experienced by students when using
English in oral communication tasks. It is characterized by nervousness, fear, or tension when
speaking in English in front of others.

Oral Recitation. A classroom activity where students are called to speak spontaneously or
respond to questions in English during regular class sessions, usually without advance
preparation.

Public Speaking. A structured oral task where students deliver speeches or talks in English
before a group, often as part of an assignment or performance evaluation.

Presentation. A formal or semi-formal academic activity where students explain a topic,

project, or report in English, often using visual aids and facing an audience such as peers or
teachers.

Grade 12 Students. Learners enrolled in the final year of senior high school in a Philippine
public school, typically aged 17 to 18.

Strand. The academic track or specialization a senior high school student is enrolled in. In
this study, the strands include: ABM (Accountancy, Business, and Management) HUMSS
(Humanities and Social Sciences) TVL (Technical-Vocational-Livelihood)

Sex. The biological classification of the participants as male or female, used in analyzing
differences in anxiety levels.

Foreign Language Classroom Anxiety Scale (FLCAS). A standardized tool developed by

Horwitz, Horwitz, and Cope (1986) used to measure students’ anxiety in foreign language
learning environments. This study used a modified version to focus on oral English
communication tasks.

14
Affective Filter Hypothesis. A theory developed by Stephen Krashen that explains how
emotional factors like anxiety can block or hinder the ability to acquire a second language
effectively.

Anxiety Level. The degree or intensity of nervousness or discomfort experienced by students

during oral communication tasks in English. In this study, it is measured on a Likert scale
from “Never” to “Always.”

CHAPTER 2
MATERIALS AND METHODS

15
RESEARCH DESIGN
This research employed a descriptive design to systematically assess the level of English
language anxiety among Grade 12 public school students during oral recitations, public
speaking, and presentations.

Descriptive research is suitable when the aim is to outline characteristics of a population

or phenomenon being examined without altering variables (Creswell, 2014). It enabled the
researchers to collect measurable data via a structured survey and examine how anxiety levels
differ based on gender and academic strand. This design played a crucial role in identifying
trends, patterns, and differences in students' language anxiety, laying the groundwork for
drawing conclusions and making informed educational recommendations.

RESEARCH LOCALE
The study was originally intended to take place at Old Poblacion National High School,
focusing on Grade 12 students from various academic pathways. Due to the premature end of
the school year at Old Poblacion National High School, the researchers had to choose an
alternative location for collecting data. Consequently, the research took place at Buenavista
National High School, which provides only three academic tracks. Despite this alteration, the
study continued to use stratified random sampling to ensure that every segment was properly
represented.

RESEARCH PARTICIPANTS
The study will involve Grade 12 students from Buenavista National High School for the
2024-2025 school year. It will focus on students from the three academic strands offered at
the school: HUMSS (Humanities and Social Sciences), TVL(Technical-Vocational-
Livelihood), and ABM (Accountancy, Business, and Management). Since students are
enrolled in different academic tracks, stratified random sampling will be used to ensure fair
representation from each strand. This method divides the student population into groups
based on their academic strand and then randomly selects participants from each group.
Stratified random sampling

16
provides more reliable and balanced results by recognising the diversity within groups,
reducing the risk of bias, and improving the overall applicability of the findings (Taherdoost,
2020).

Table 1. Stratified Random Sampling

Strand Total students Actual participants

ABM 23 17

HUMSS 44 33

TVL 67 50

TOTAL 134 100

The table presents data from three academic strands: ABM, HUMSS, and TVL. It shows
the total number of students in each strands, along with the calculated number of participants
selected using stratified random sampling. Stratified sampling was used to ensure that each
strand is proportionally represented in overall sample of 100 student out of a total population
of 134.

RESEARCH INSTRUMENT
The primary research tool utilized in this study was a modified survey questionnaire
based on the Foreign Language Classroom Anxiety Scale (FLCAS) created by Horwitz,
Horwitz, and Cope (1986). The FLCAS is a well-known instrument utilized to assess anxiety
specifically connected to learning foreign languages. In this study, the initial items were
thoughtfully adjusted and altered to fit the unique context of oral English communication for
Grade 12 public school students, with a particular emphasis on oral recitation, public
speaking, and presentations.

The survey was split into two main sections. Part I collected the demographic details of
the participants, focusing on their gender (male or female) and academic track (HUMSS,
ABM, and TVL). This enabled the researchers to examine differences in anxiety levels
among various student groups.

17
Part II comprised thirty (30) altered statements, divided into three subscales: (1)
Anxiety in Oral Recitation in the English Language, (2) Anxiety in Public Speaking in the
English Language, and (3) Anxiety in Presentations in the English Language. Each subscale
included ten statements designed to reflect specific anxiety-related experiences in each oral
task. The items were evaluated on a five-point Likert scale, with 5 indicating "Always," 4
indicating "Often," 3 indicating "Sometimes," 2 indicating "Rarely," and 1 indicating
"Never." This scale enabled researchers to measure subjective feelings of anxiety in a
standardised and quantifiable manner.

To guarantee content validity, the modified questionnaire was validated by experts

utilizing the Lawshe method. A group of skilled teachers in English language instruction
assessed the items for clarity, relevance, and consistency with the study’s goals. The
computed Content Validity Ratio (CVR) identified which items were suitable and essential
for inclusion. Adjustments were implemented following expert suggestions to enhance the
instrument’s precision and contextual significance.

By adapting the FLCAS and contextualizing it to oral communication tasks commonly

encountered in the Philippine senior high school setting, the researchers were able to develop
a valid and reliable tool for measuring English language anxiety in an academic context.

VALIDITY OF THE INSTRUMENT

To guarantee that the tool effectively evaluated what it was designed to measure, the
survey questionnaire went through a thorough content validation procedure utilizing the
Lawshe method. This approach is well-known for quantitatively evaluating the content
validity of test items via expert assessment. A group of skilled professionals in English
language teaching was requested to act as validators. The specialists assessed every question
in the survey regarding its significance, precision, and consistency with the goals of the
research. Each item was classified as "essential," "useful but not essential," or "not
necessary," based on Lawshe's (1975) model. The Content Validity Ratio (CVR) for each
item was subsequently computed to identify which items were valid and needed to be kept.
Items that fell short of the minimum CVR threshold were reevaluated or removed. This
procedure guaranteed that the ultimate form of the tool was valid and consistent with the

18
constructs being examined—specifically, anxiety in English language during oral recitation,
public speaking, and presentations.

RELIABILITY OF THE INSTRUMENT

Upon validation, the questionnaire underwent reliability testing to assess its consistency
in measuring anxiety related to the English language. A trial run was conducted at Mabini
National High School with Grade 12 students excluded from the primary research. In this
context, reliability denotes the extent to which the instrument generates comparable outcomes
consistently when employed under similar conditions. The items' internal consistency was
assessed through Cronbach’s Alpha, a widely used approach for evaluating how
interconnected a group of items is. The findings showed that the items exhibited a strong
degree of consistency, implying that the questionnaire effectively measured the students'
anxiety levels across various oral tasks. This validated that the tool was reliable and
appropriate for collecting data for the real research.

]]]]]]]]]]]]

19
CHAPTER 3
RESULT AND DISCUSSION
This chapter presents and interprets the results of the study on English language anxiety
among Grade 12 public school students during oral recitation, public speaking,
and presentations. The analysis is organized to align with the research objectives. Tables are
used to summarize the statistical data, with a follow up interpretive discussions to highlights
the importance and implications of the results.

Table 1
Demographic Profile of the Respondents in terms of their Sex and Academic Strand
Variable Group Frequency Percentage
Sex Female 53 53.0 %
Male 47 47.0 %
Total 100 100.0%
Strand ABM 17 17.0 %
HUMSS 33 33.0 %
TVL 50 50.0 %
Total 100 100.0%

Table 1 displays the demographic features of the 100 Grade 12 students involved in the
study, emphasizing their gender and academic track. The information shows a fairl[y even
distribution regarding sex, with 53% of participants identifying as female and 47% as male.
This close equivalence offers an equitable foundation for evaluating anxiety levels among
male and female students without considerable gender-related sampling bias. In terms of
academic strand, the highest percentage of respondents belonged to the Technical-
Vocational-Livelihood (TVL) strand, making up 50% of the overall sample. Next came the
Humanities and Social Sciences (HUMSS) strand at 33%, while the Accountancy, Business,
and Management (ABM) strand had the least representation at 17%. These statistics indicate
that TVL students are more common in the chosen public schools, possibly highlighting local
educational priorities or trends in enrollment as noted by Cruz and Bautista (2022). The
representation throughout strands guarantees that comparisons of anxiety levels can be
significantly made across various academic paths, offering insights into how English
language anxiety might differ based on students’ academic concentrations.

20
Table 2
Level of English Language Anxiety in Oral Communication Tasks in terms of Oral
Recitation, Public Speaking, and Presentation when grouped according to Sex
Dimensions Group N Mean SD Interpretation
Oral Recitations Female 53 3.40 0.76 High
Male 47 3.63 0.75 High
Public Speaking Female 53 3.53 0.78 High
Male 47 3.79 0.74 High
Presentations Female 53 3.55 0.77 High
Male 47 3.79 0.69 High
Overall Female 53 3.49 0.73 High
Male 47 3.74 0.68 High
Legend. Very Low (1.00-1.79); Low (1.80-1.59); Moderate (2.60-3.39); High (3.40-
4.19); Very High (4.20-5.00)

Table 2 shows the levels of English language anxiety experienced by students in three
speaking activities—oral recitation, public speaking, and presentations—divided by gender.
The results show that both male and female students experience considerable anxiety in all
three areas, albeit at varying levels. Male students consistently demonstrated higher levels of
anxiety. While the study of Garcia and Fernandez (2002), who observed that male students
may underperform in language task due to societal expectations of assertiveness that amplify
performance pressure. In oral recitation, males had an average score of 3.63, slightly
exceeding the female average of 3.40. In public speaking, males exhibited higher anxiety
with an average score of 3.79, whereas females had a mean score of 3.53. In presentation
tasks, male students attained a score of 3.79, while female students obtained a score of 3.55.
The mean anxiety score was 3.74 for males and 3.49 for females. These findings suggest that
although both groups face anxiety during oral English communication tasks, male students
seem to express slightly higher levels of anxiety than female students. This contrasts with
some literature that often indicates higher anxiety in females, highlighting that context,
cultural values, or classroom dynamics may impact these experiences. The heightened
anxiety in men might be influenced by societal demands for success or by differences in
communication confidence, warranting further exploration in future research

21
.
Table 3
Level of English Language Anxiety in Oral Communication Tasks in terms of Oral
Recitation, Public Speaking, and Presentation when grouped according to Academic
Strand
Dimensions Group N Mean SD Interpretation
Oral Recitations ABM 17 3.33 0.81 Moderate
HUMSS 33 3.44 0.66 High
TVL 50 3.61 0.81 High
Public Speaking ABM 17 3.55 0.80 High
HUMSS 33 3.55 0.65 High
TVL 50 3.76 0.83 High
Presentations ABM 17 3.58 0.75 High
HUMSS 33 3.58 0.62 High
TVL 50 3.75 0.81 High
Overall ABM 17 3.49 0.74 High
HUMSS 33 3.52 0.58 High
TVL 50 3.71 0.78 High
Legend. Very Low (1.00-1.79); Low (1.80-1.59); Moderate (2.60-3.39); High (3.40-
4.19); Very High (4.20-5.00)

Table 3 examines levels of anxiety in the English language according to academic

strand: ABM, HUMSS, and TVL. Every strand exhibited generally elevated anxiety levels
during the three oral communication tasks, though some differences were significant. ABM
students scored an average of 3.33 in oral recitation, indicating a moderate level of anxiety,
while their scores for public speaking (3.59) and presentation (3.55) suggested a high level of
anxiety. Their average score was 3.49. HUMSS students, in contrast, faced persistently
elevated anxiety levels for each task: 3.42 for oral recitation, 3.56 for public speaking, and
3.58 for presentation, leading to an average mean of 3.52. At the same time, TVL students
indicated the greatest anxiety levels across all categories: 3.63 for oral recitation, 3.76 for
public speaking, and 3.75 for presentations, resulting in an overall average of 3.71. This trend
suggests that TVL students experience the highest anxiety during oral English
communication tasks, potentially because their technical-vocational curriculum places limited

22
emphasis on language development. These students may have limited chances for spoken
English practice in comparison to those in fields like HUMSS, which focuses on
communication and social sciences. This findings align with Cruz and Bautista (2022), who
stated that students in technical- vocational tracks receive less exposure to English speaking
task leading to reduced communicative confidence. The comparatively reduced anxiety of
ABM students during oral recitation may arise from their education in organized
communication and business presentations, although they still encounter increased anxiety in
more public speaking situations. These findings indicate that academic strand greatly impacts
English language anxiety, likely owing to variations in curriculum structure, classroom
demands, and the regularity of speaking tasks

Table 4
Level of English Language Anxiety in Oral Communication Tasks in terms of Oral
Recitation, Public Speaking, and Presentation when Taken Collectively
Dimensions N Mean SD Interpretation
Oral Recitations 100 3.51 0.76 High
Public Speaking 100 3.65 0.77 High
Presentations 100 3.66 0.74 High
Overall 100 3.61 0.71 High
Legend. Very Low (1.00-1.79); Low (1.80-1.59); Moderate (2.60-3.39); High (3.40-
4.19); Very High (4.20-5.00)

Table 4 offers a detailed summary of the overall English language anxiety levels of
respondents across the three identified oral communication tasks, irrespective of gender or
academic track. The findings show a consistently elevated degree of anxiety among students
across all three activities. The average score for oral recitation was 3.51, for public speaking
3.65, and for presentation 3.66, resulting in an overall mean of 3.61. These results indicate
that oral English activities are a major source of anxiety for Grade 12 students in public
schools. Of the three, presentation tasks induced the greatest amount of anxiety, followed
closely by public speaking, and oral recitation was somewhat lower yet still significant. This
pattern could indicate the rising pressure and visibility tied to each activity: speaking in class
might entail short, impromptu remarks, whereas public speaking and formal presentations
require preparation, fluency, confidence, and typically happen in front of bigger audiences,

23
heightening performance stress. These results are consistent with Zhang and Xu (2020), who
reported formal presentations often heighten student anxiety due to pressure of extended
speech and audience evaluation. The consistently elevated scores in every category indicate
that anxiety related to the English language is a widespread concern, likely affecting students'
academic achievements and speaking abilities. This highlights the significance of
incorporating supportive methods into English instruction, including activities that build
confidence, techniques that reduce anxiety, and more chances for guided practice in speaking
tasks.

CHAPTER 4
SUMMARY, CONCLUSION, AND RECOMMENDATIONS

SUMMARY OF FINDINGS

24
This research determined how Grade 12 students in public schools feel about speaking in
English—especially during oral recitations, public speaking, and presentations. The goal was
to understand how anxious they get in these situations, and if gender or academic background
had any impact. Out of all the students who took part, 53% were female and 47% were male.
Most of them were from the Technical-Vocational-Livelihood (TVL) strand, which made up
half of the group. Around a third were from the Humanities and Social Sciences (HUMSS),
while only 17% came from the Accountancy, Business, and Management (ABM) strand. This
gave the study a good mix of students with different interests and learning paths. When it
came to English speaking tasks, many students admitted to feeling anxious, no matter the
activity. Among the three, presentations caused the most anxiety, followed closely by public
speaking and then oral recitation. These results suggest that students tend to feel more
pressure when they have to speak for longer periods or in front of groups. Interestingly, both
male and female students showed signs of anxiety, but the boys reported slightly higher
levels across all tasks. On average, male students scored 3.63 in oral recitation, 3.79 in public
speaking, and 3.79 in presentations. Female students, on the other hand, scored 3.40, 3.53,
and 3.55. This finding stands out because it challenges the usual idea that girls are more
anxious when speaking in English. In this case, it seems boys might actually feel just as
nervous—or even more so.

In terms of academic strand, TVL students showed the highest levels of anxiety, with an
overall mean of 3.71. They scored highest in all three tasks, indicating significant discomfort
when speaking English. HUMSS students followed with an overall mean of 3.52, and ABM
students had the lowest overall mean of 3.49. Interestingly, while ABM students recorded a
moderate level of anxiety in oral recitation, they still showed high anxiety in public speaking
and presentation. These results imply that academic background plays a role in shaping
students’ anxiety, possibly due to differences in curriculum exposure to English
communication and the frequency of oral tasks within each strand.

CONCLUSION
The results of this research clearly show that anxiety related to the English language is a
common problem among Grade 12 public school students, especially in activities that require
oral communication, such as public speaking and presentations. The consistently elevated
anxiety levels in all groups indicate that numerous students, regardless of gender or academic

25
pathway, face difficulties with confidence and fluency when needing to speak English
publicly.

Nonetheless, the data also shows slight yet significant variations in anxiety levels
according to gender and academic focus. Male students exhibited marginally greater anxiety
compared to female students, which contradicts certain existing studies and highlights the
necessity for gender-sensitive methods in tackling language-related stress. Notably, TVL
students exhibited the highest levels of anxiety, probably because their curriculum offers
limited emphasis on English speaking skills. This discovery emphasizes the influence of the
educational environment on students' language skills and the necessity for customized
assistance.

To sum up, anxiety related to the English language creates a significant obstacle to
effective verbal communication among senior high school students. It influences their
classroom performance as well as potentially affecting their self-esteem and long-term
language skills. These findings highlight the necessity of developing supportive, inclusive,
and learner-focused English teaching that emphasizes both skill enhancement and emotional
health. If these emotional factors are not considered, students may still face considerable
difficulties in achieving proficiency in oral communication in English—a skill crucial for
success in both academic and professional settings.

RECOMMENDATIONS
According to the study's findings, it is advised that English teachers include confidence-
enhancing activities in their lessons, like role-playing, group dialogues, and engaging oral
exercises, so students can slowly feel more at ease when speaking in English. Such activities
may alleviate fear and enhance fluency gradually. Moreover, schools ought to equip students
with techniques for coping with anxiety, including deep-breathing methods, encouraging
affirmations, and organized rehearsal strategies before speaking assignments. Since students
in the TVL strand showed the greatest anxiety levels, it is important to implement
interventions tailored to their strand—such as hands-on, vocationally relevant communication
exercises—to assist them in connecting English usage to real-world situations.

26
Establishing a secure and nurturing classroom atmosphere significantly contributes to
students feeling at ease when expressing their ideas without the worry of being criticized or
humiliated. Schools must also offer training and workshops for teachers to enhance their
understanding and response to students facing English language anxiety. Finally, upcoming
research should explore additional factors that could influence students’ anxiety—such as
their previous experiences with learning English, their self-perception, and the general
environment in the classroom. This can assist in developing more targeted and efficient
methods to aid senior high school students in managing their anxiety regarding speaking
English.

REFERENCES
Arceo, J. R. (2022). Classroom atmosphere and student anxiety in oral English tasks.
Philippine Journal of Language Education, 14(2), 45–58.
Bautista, R. M., & Dela Cruz, M. T. (2021). Anxiety in oral English communication among
Filipino senior high school students. Asian EFL Journal, 29(6), 112–130.

27
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods
Approaches (4th ed.). SAGE Publications.
Cruz, M. L., & Bautista, R. C. (2022). The role of English in Philippine public schools:
Issues and challenges. Journal of Southeast Asian Education, 18(1), 23–38.
Delos Santos, L. M., & Reyes, P. A. (2021). Performance anxiety in oral recitation among
high school students. TESOL International Journal, 16(4), 77–91.
Garcia, L. J., & Fernandez, R. A. (2022). Gender differences in foreign language anxiety
among Filipino learners. Philippine Journal of Psychology and Education, 19(3),
66–80.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom
anxiety. The Modern Language Journal, 70(2), 125–
132. [Link]
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon
Press.
Krashen, S. D. (2020). Explorations in language acquisition and use. Language Education
Associates.
Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology,
28(4), 563–575. [Link]
Liu, M. (2020). Understanding second language anxiety: Theory and practice. Routledge.
Liu, M., & Jackson, J. (2019). Reticence and anxiety in oral English lessons: A case study
in China. System, 47, 37–49. [Link]
Martinez, H. L., & Lopez, A. B. (2021). Strand-based differences in oral communication
exposure and anxiety levels among Filipino SHS students. Asia-Pacific
Education Review, 22(1), 89–102.
Nguyen, H. T., & Balakrishnan, K. (2020). Language anxiety in EFL classrooms: Causes
and coping strategies. Journal of Language and Education, 6(3), 18–29.
Taherdoost, H. (2020). What is the best sampling technique? International Journal of
Academic Research and Management, 5(2), 18–27.
Teimouri, Y., Goetze, J., & Plonsky, L. (2020). Second language anxiety and achievement:
A meta-analysis. Studies in Second Language Acquisition, 42(2), 363–
387. [Link]

28
Valdez, R. J., Santos, M. A., & Villanueva, A. C. (2023). English proficiency and
performance in oral tasks among Filipino senior high students. Philippine Journal
of Educational Measurement, 9(1), 52–67.
Zhang, Y., & Xu, J. (2020). Task-induced anxiety in L2 oral performance: A comparative
study. Language Teaching Research, 24(5), 639–
659. [Link]

APPENDIX A
SURVEY QUESTIONNAIRE
Dear Respondents,
The Bachelor of Secondary Education Major in English from Mount Carmel
College of Escalante Inc. is currently studying “English Language Anxiety in Oral
Recitation, Public Speaking, Presentation Among Grade 12 Public School Students”.
Hence, we would like you to become one of our respondents. Any information obtained that
will be identified in this survey will remain confidential.

29
Researchers
_____________________________________________________________________
PART I: RESPONDENTS PROFILE
Sex:
☐ Male
☐ Female
Academic strand:
☐ STEM
☐ HUMSS
☐ ABM
☐ TVL
☐ GAS

Part II. Language Anxiety Factors

Directions: Please read each statement carefully and think about how often you experience
the situation described. For each statement, put a check in the box that best reflects your
experience, based on the scale provided below:
5-Always 4-Often 3- Sometimes 2-Rarely 1-Never

English Language Anxiety in Oral Recitations

Statements 5 4 3 2 1
I feel nervous when asked to answer in English.

My voice shakes when speaking in English during

recitation.
I would rather stay quiet than risk answering incorrectly in
English.
I lose focus and forget what to say when called to recite in
English.
I struggle to think of the right words to say during oral
recitations.
I feel my mind goes blank when asked to speak in English
unexpectedly.

30
I avoid volunteering to answer questions in English even
when I know the answer.
I worry about making mistakes in English that others will
notice.
I feel like I'm being judged by my classmates when
speaking English.
I have trouble sleeping the night before an English oral
recitation.

English Language Anxiety in Public Speaking

Statements 5 4 3 2 1
I feel anxious when I have to speak in front of a large
audience in English.
I feel nervous before, during, and after delivering a speech
in English.
I get physically anxious (e.g., sweating, shaking, fast
heartbeat) when speaking English in front of others.
I feel my anxiety affects the clarity of my voice when
speaking in English.
I fear being laughed at or criticized when I speak English in
public.
I worry that my English pronunciation is not good enough
for public speaking.
I feel like I'm going to fail when speaking English in front
of an audience.
I have trouble preparing for English public speaking
assignments due to anxiety.
I feel overwhelmed by the thought of speaking English in
front of a large group.
I believe that my English public speaking skills are not
good enough.

English Language Anxiety in Presentations

31
Statements 5 4 3 2 1
I feel my hands shaking or my heart racing when giving a
presentation in English.
I struggle to organize my thoughts when speaking in front
of an audience.
I feel nervous before giving a presentation in the English
language other than my first language.
I worry that my audience will not understand me when I
speak in English.
I feel my anxiety negatively affects my ability to explain
ideas clearly in English.
I'm concerned that my English presentation will not be as
good as my classmates'.
I feel pressure to use complex English vocabulary during
presentations.
I worry about running out of time during an English
presentation.
I feel anxious about being asked questions in English
during a presentation.
I believe that my English presentation skills are not good
enough to convey my ideas.

APPENDIX B
ENDORSEMENT LETTER FOR PRE-ORAL DEFENSE

32
APPENDIX C

33
LETTER TO VALIDATE RESEARCH INSTRUMENT FOR PILOT
TESTING

34
APPENDIX D
LETTER TO CONDUCT RESEARCH DATA GATHERING

35
APPENDIX E
STUDENT CONSENT FORM

36
APPENDIX F
COMPUTER GENERATED OUTPUTS
Statistical Treatment
Objective 1: Frequency and percentage were used.
Objective 2: Mean and Standard Deviation
Scale Description Mean Interpretation
Range
1 Never 1.00-1.80 Very low level of anxiety among SHS
students in public schools
2 Rarely 1.80-1.59 Low level of anxiety among SHS
students in public schools
3 Sometimes 2.60-3.39 Moderate level of anxiety among SHS
students in public schools
4 Often 3.40-4.19 High level of anxiety among SHS
students in public schools
5 Always 4.20-5.00 Very high level of anxiety among SHS
students in public schools

Table 1

Demographic Profile of the Respondents in terms of their Sex and Academic Strand
Variable Group Frequency Percentage
Sex Female 53 53.0 %
Male 47 47.0 %
Total 100 100.0%
Strand ABM 17 17.0 %
HUMSS 33 33.0 %
TVL 50 50.0 %
Total 100 100.0%

Table 2

Level of English Language Anxiety in Oral Communication Tasks in terms of Oral

Recitation, Public Speaking, and Presentation when grouped according to Sex
Dimensions Group N Mean SD Interpretation
Oral Recitations Female 53 3.40 0.76 High
Male 47 3.63 0.75 High
Public Speaking Female 53 3.53 0.78 High
Male 47 3.79 0.74 High
Presentations Female 53 3.55 0.77 High
Male 47 3.79 0.69 High
Overall Female 53 3.49 0.73 High
Male 47 3.74 0.68 High

37
Legend. Very Low (1.00-1.79); Low (1.80-1.59); Moderate (2.60-3.39); High (3.40-4.19); Very High
(4.20-5.00)

Table 3

Level of English Language Anxiety in Oral Communication Tasks in terms of Oral

Recitation, Public Speaking, and Presentation when grouped according to Academic
Strand
Dimensions Group N Mean SD Interpretation
Oral Recitations ABM 17 3.33 0.81 Moderate
HUMSS 33 3.44 0.66 High
TVL 50 3.61 0.81 High
Public Speaking ABM 17 3.55 0.80 High
HUMSS 33 3.55 0.65 High
TVL 50 3.76 0.83 High
Presentations ABM 17 3.58 0.75 High
HUMSS 33 3.58 0.62 High
TVL 50 3.75 0.81 High
Overall ABM 17 3.49 0.74 High
HUMSS 33 3.52 0.58 High
TVL 50 3.71 0.78 High
Legend. Very Low (1.00-1.79); Low (1.80-1.59); Moderate (2.60-3.39); High (3.40-4.19); Very High
(4.20-5.00)

Table 4

Level of English Language Anxiety in Oral Communication Tasks in terms of Oral

Recitation, Public Speaking, and Presentation when Taken Collectively
Dimensions N Mean SD Interpretation
Oral Recitations 100 3.51 0.76 High
Public Speaking 100 3.65 0.77 High
Presentations 100 3.66 0.74 High
Overall 100 3.61 0.71 High
Legend. Very Low (1.00-1.79); Low (1.80-1.59); Moderate (2.60-3.39); High (3.40-4.19); Very High
(4.20-5.00)

COMPUTER-GENERATED RESULT

38
Objective 1

Objective 2

39
Result of Validity
Lawshe's Content Validity Ratio Result of Instrument
Item Validator No. of CVR Interpretation
1 2 3 4 5 6 7 8 9 Agreement
OR1 1 1 1 1 1 1 1 1 1 9 1.00 Accepted
OR2 1 1 1 1 1 1 1 1 1 9 1.00 Accepted
OR3 1 1 1 1 1 1 1 1 1 9 1.00 Accepted
OR4 1 1 1 1 1 1 1 1 1 9 1.00 Accepted
OR5 1 1 1 1 1 1 1 1 1 9 1.00 Accepted
OR6 1 1 1 1 1 1 1 1 1 9 1.00 Accepted
OR7 1 1 1 1 1 1 1 1 1 9 1.00 Accepted
OR8 1 1 1 1 1 1 1 1 1 9 1.00 Accepted
OR9 1 1 1 1 1 1 1 1 1 9 1.00 Accepted
OR10 1 1 1 1 1 1 1 1 1 9 1.00 Accepted
PS1 1 1 1 1 1 1 1 1 1 9 1.00 Accepted
PS2 1 1 1 1 1 1 1 1 1 9 1.00 Accepted
PS3 1 1 1 1 1 1 1 1 1 9 1.00 Accepted
PS4 1 1 1 1 1 1 1 1 1 9 1.00 Accepted
PS5 1 1 1 1 1 1 1 1 1 9 1.00 Accepted
PS6 1 1 1 1 1 1 1 1 1 9 1.00 Accepted

40
PS7 1 1 1 1 1 1 1 1 1 9 1.00 Accepted
PS8 1 1 1 1 1 1 1 1 1 9 1.00 Accepted
PS9 1 1 1 1 1 1 1 1 1 9 1.00 Accepted
PS10 1 1 1 1 1 1 1 1 1 9 1.00 Accepted
PR1 1 1 1 1 1 1 1 1 1 9 1.00 Accepted
PR2 1 1 1 1 1 1 1 1 1 9 1.00 Accepted
PR3 1 1 1 1 1 1 1 1 1 9 1.00 Accepted
PR4 1 1 1 1 1 1 1 1 1 9 1.00 Accepted
PR5 1 1 1 1 1 1 1 1 1 9 1.00 Accepted
PR6 1 1 1 1 1 1 1 1 1 9 1.00 Accepted
PR7 1 1 1 1 1 1 1 1 1 9 1.00 Accepted
PR8 1 1 1 1 1 1 1 1 1 9 1.00 Accepted
PR9 1 1 1 1 1 1 1 1 1 9 1.00 Accepted
PR10 1 1 1 1 1 1 1 1 1 9 1.00 Accepted
Overall 1.00 Accepted
Note: N=9; α=0.05(one-tailed); CVR>=0.778 (Item Accepted); CVR<0.778 (Item Rejected)

APPENDIX G
CERTIFICATE OF STATISTICAL TREATMENT

41
Mount Carmel College of Escalante Inc.
Balintawak, Escalante City, Negross Occidental

STATISTICIAN’S CERTIFICATION
This is to certify that the statistical treatment and analysis of data presented in the
undergraduate thesis entitled: “English Language Anxiety in Oral Recitation,
Public Speaking, and Presentation Among Grade 12 Public School Students”
have been thoroughly reviewed and validated. Appropriate statistical tools and
methods were applied to analyze the data in accordance with the research objectives.
The findings and interpretations were found to be accurate, valid, and relevant to the
study.

This certification is issued upon the request of the researcher for thesis
submission purposes.

Issued this ___ day of June, 2025.

Certified by:

Mr. Joshua Benjie Pabalunan

Statistician

APPENDIX H
CERTIFICATION

42
APPENDIX I
GRAMMARLY RESULT

43
APPENDIX J
PLAGIARISM CHECK RESULT

44
APPENDIX K

45
Matrix of Compliance

Venue of Defense Conference Room of Mount Time 7:30 PM

Carmel College of Esc. Inc. started:
Date of Defense May 15, 2025 Time 8:00 PM
ended:
Group Leader Jamel C. Nepangue
Research Instructor/ Floyd G. Cabus
Adviser
Program & Section Bachelor of Secondary Education Major in English
Research Study English Language Anxiety in Oral Recitation, Public
Speaking, and Presentation Among Grade 12 Public
School Students
Panel of Evaluators Dr. Romulo T. Sisno, Dr. Brenda G. Santander, and Dr.
Jayson Dela Fuente

Panel Suggestions Action Taken / Page/Section in Level of Compliance

Remarks Manuscript
Remove the Removed all references Chapter 1 – COMPLIED
academic to academic Statement of the
performance variable performance from the Problem, Chapter
study variables 3 – Tables
Remove the “self- Removed the“self- Chapter 3 – COMPLIED
reported grade” in the reported grade” entry Respondents’
profiles from the profile Profile
variables of respondents
Remove the tables Deleted tables that Chapter 3 – Data COMPLIED
involving academic presented academic Presentation
performance performance data
Change all "Note" Replaced “Note” with Chapter 3 – Tables COMPLIED
labels to "Legend" “Legend” in all 2–6
applicable tables
Make the discussion Expanded analysis and Chapter 3 – Table COMPLIED
of all tables longer interpretation of each Discussions
table to ensure depth
Emphasize in the Revised Research Chapter 2 – COMPLIED
Research Instrument Instrument to include Research
that the FLCAS note that the FLCAS Instrument
instrument used is instrument was
modified adapted/modified
Add missing Added definitions for Chapter 1 – COMPLIED
definition of terms all technical and Definition of
conceptual terms used

46
in the study Terms
Improve conceptual Revised framework to Chapter 1 – COMPLIED
framework to show clearer linkage to Conceptual
highlight outcome intended outcomes Framework
Provide a clearer Rewritten summary to Chapter 4 – COMPLIED
summary of findings focus on key trends and Summary of
patterns derived from Findings
data
Revamp conclusion Conclusion section fully Chapter 4 – COMPLIED
rewritten to reflect Conclusion
revised findings and
eliminate unsupported
claims
Ensure all in-text All in-text citations are References COMPLIED
citations are in the accounted for and Section
references list correctly listed in APA
format

47
APPENDIX L

CURRICULUM VITAE

LUCELYN D. EGANG
Purok Begonia II, Barangay Balintawak, Escalanty City, Negros Occidental
Contact No.: 09106928665
Email: lucellyndealarosaegang@[Link]

PERSONAL BACKGROUND:
Birthdate: January 17, 2004
Age: 21
Sex: Female

EDUCATIONAL BACKGROUND:

TERTIARY:

BSED ENGLISH Mount Carmel College of Escalante Inc. College Department

SECONDARY:
Hinigaran National High School (S.Y. 2021-2022)

PRIMARY:
Tenyente Juan Elementary School

CURRICULUM VITAE

48
JHUNIZA T. GAJO
Sitio Kasagingan, Barangay San Jose, Toboso Negros Occidental
Contact No.: 09630678463
Email: jhuniza143@[Link]

PERSONAL BACKGROUND:
Birthdate: October 30, 2001
Age: 23
Sex: Female

EDUCATIONAL BACKGROUND:

TERTIARY:

BSED ENGLISH Mount Carmel College of Escalante Inc. College Department

SECONDARY:
MA-A NATIONAL HIGH SCHOOL Junior High School 2016

PRIMARY:
MA-A CENTRAL ELEMENTARY SCHOOL 2011

CURRICULUM VITAE

49
RHANGEL P. JIMENEZ
Purok Paghidaet, Brgy. Lopez Jaena, Sagay City, Negros Occidental
Contact No.: 09485085819

PERSONAL BACKGROUND:
Birthdate: February 23, 1995
Age: 30
Sex: Male

EDUCATIONAL BACKGROUND:

TERTIARY:

BSED ENGLISH Mount Carmel College of Escalante Inc. College Department

SECONDARY:
Abounding Life Christian Academy (ALCA) 2011-2012

ELEMENTARY:
Abounding Life Christian Academy (ALCA) 2006-2007

PRIMARY:
Abounding Life Christian Academy (ALCA) 2000-2001
CURRICULUM VITAE

50
JAMEL C. NEPANGUE
Purok Sampaguita, Brgy. Old Poblacion, Escalante City, Negros Occidental
Contact No.: 09452861671
Email: jamelnepangue28@[Link]

PERSONAL BACKGROUND:

Birthdate: April 28, 2004

Age: 21

Sex: Female

EDUCATIONAL BACKGROUND:

TERTIARY:

BSED ENGLISH Mount Carmel College of Escalante Inc. College Department

SECONDARY:

HUMSS (Humanities and Social Sciences) Old Poblacion National High School
(S.Y. 2021-2022)

PRIMARY:

Escalante Elementary School (S.Y 2015-2016)

CURRICULUM VITAE

51
GEONALD V. OLARAN
Sitio Alright, Brgy. Tamlan, Escalante City, Negros Occidental
Contact No.: 09702958975
Email: okgeonald@[Link]

PERSONAL BACKGROUND:

Birthdate: June 5, 2004

Age: 2O

Sex: Male

EDUCATIONAL BACKGROUND:

TERTIARY:

BSED ENGLISH Mount Carmel College of Escalante Inc. College Department

SECONDARY:

GENERAL ACADEMIC STRAND Tamlang National High School

Senior High School 2022
TAMLANG NATIONAL HIGH SCHOOL
Junior High School 2020

PRIMARY:

TAMLANG ELEMENTARY SCHOOL 2016

52
CURRICULUM VITAE

RALPH M. SALIMBOT
Purok Upper Mabini, Brgy. Mabini Escalante City, Negros Occidental
Contact No.: 09931277505
Email: ralphsalimbot37@[Link]

PERSONAL BACKGROUND:

Birthdate: July 23,2000

Age: 24

Sex: Male

EDUCATIONAL BACKGROUND:

TERTIARY:

BSED ENGLISH Mount Carmel College of Escalante Inc. College Department

SECONDARY:

Humanities and Social Science 2019

Mabini National High School

Senior High School 2017

Mabini National High School

Junior High School 2013

53
CURRICULUM VITAE

SHANE C. SEMBRANO
Sitio Urbasa, Barangay Mabini, Escalante City, Negros Occidental
Contact number: 09659051460
Email: shanesembrano19@[Link]

PERSONAL BACKGROUND:

Birthdate: September 19, 2003

Age: 21
Sex: Female

EDUCATIONAL BACKGROUND:

TERTIARY:

BSED ENGLISH Mount Carmel College of Escalante Inc. College Department

SECONDARY:

MABINI NATIONAL HIGH SCHOOL (S.Y 2021-2022)

PRIMARY:

LUIS. B PUENTEVELLA ELEMENTARY SCHOOL (S.Y 2015 -2016)

54
55