📄 Abstract
This study, titled "Unraveling the Interplay of Grammar Anxiety, Motivation, and English Language Competence in Senior High School Learners," aimed to explore the relationship between grammar anxiety, motivation, and English language competence among 100 randomly selected Grade 11 and 12 students of Malungon National High School. The study employed validated questionnaires and descriptive-correlational research to measure grammar anxiety, motivation, and language competence in reading, writing, speaking, listening, and comprehension. Statistical tools, including mean, standard deviation, and Pearson correlation, were utilized for data analysis. The findings revealed high levels of grammar anxiety, particularly with an emphasis on grammar learning and learning experiences, alongside high to very high levels of motivation, with the most pronounced emotional aspect. Students' English language competence was generally high, with reading and writing scoring higher than speaking and comprehension. Significant relationships were identified between specific dimensions of grammar anxiety and motivation with language competence, highlighting the nuanced influence of psychological and motivational factors. The study concluded that while motivation enhances language competence, grammar anxiety exhibits both positive and negative effects depending on the skill. Recommendations include implementing strategies to mitigate anxiety, fostering motivation, and promoting balanced language skill development to enhance proficiency.
🏷️ Keywords
📚 How to Cite:
Lovely Mae C. Longakit, Quennie E. Monte, Lilian B. Dupa PhD , UNRAVELING THE INTERPLAY OF GRAMMAR ANXIETY, MOTIVATION, AND ENGLISH LANGUAGE COMPETENCE IN SENIOR HIGH SCHOOL LEARNERS , Volume 10 , Issue 1, january 2025, EPRA International Journal of Research & Development (IJRD) ,