Exploring English Language Anxiety and Academic Performance in Technical-Vocational Tracks

Abstract

This study aimed to determine the differences in English language anxiety levels among Technical-Vocational-Livelihood (TVL) students and examine the relationship between English language anxiety and academic performance in TVL subjects at Sta. Rosa National High School–Senior High School, Olango Island, Cebu. A descriptive, comparative, and correlational research design was employed among 112 Grade 12 students enrolled in Cookery, Dressmaking, and Shielded Metal Arc Welding (SMAW). Data were collected using an adapted Foreign Language Classroom Anxiety Scale and official grades in TVL subjects. Mean, standard deviation, one-way analysis of variance, and Pearson’s correlation coefficient were used to analyze the data. Results showed that students experienced consistently low levels of English language anxiety across the measured dimensions, while their academic performance was generally very satisfactory. No significant difference in English language anxiety was found among the three TVL strands. However, a weak positive, statistically significant relationship was found between English language anxiety and academic performance. The findings suggest that although students generally experienced low anxiety, even minimal levels may be associated with academic outcomes.