Abstract :
English-speaking anxiety presents a considerable challenge for non-native English-speaking freshmen in higher education, impacting their academic performance, classroom engagement, and self-confidence. Despite the importance of English proficiency for academic success and career readiness, many Filipino students struggle with significant anxiety in speaking English, especially in classroom settings. Building on Horwitz et al.’s (1986) Foreign Language Anxiety theory and using data collected from 206 respondents, this study found that classroom environment has the most substantial impact on language anxiety, with elements such as classroom dynamics, peer interactions, and physical settings shaping the overall learning atmosphere. Learner characteristics, including personal traits and responses, also affect anxiety levels, though their influence is less pronounced compared to environmental and instructional factors. Teacher influence, encompassing teaching methods, feedback style, and the ability to create a supportive environment, further contributes to anxiety levels. The study highlights the need for a balanced approach that considers each factor to effectively manage and reduce language anxiety.
