English Language Learning Anxiety among Grade 10 Students: A Control-Value Theory Perspective

AUTHOR(S)

JOMARI O. CUESTA, LPT

ABSTRACT

—— The study aimed to examine the factors of English Language Learning Anxiety (ELLA) among Grade 10 Filipino students, guided by the framework of Control-Value Theory of Pekrun (2006). The study utilized a cross-sectional descriptive nonexperimental quantitative approach, wherein 253 general students from different public and private schools in Dipolog were included, as they experienced moderate to high levels of class-related anxiety. Three appraisals of anxiety factors for ELLA were determined through factor analysis, while results revealed that high social evaluation anxiety, low success expectancy, positively drew students’ engagement in cognitive strategies. Moreover, low self-efficacy portrayed a negative aspect on the use of cognitive as well as metacognitive strategies. This study improves understanding about the concept of how some learners experience anxiety, which could result to greater engagement rather than hindering the process of acquiring English. Keywords: English Language Learning Anxiety; Control-Value Theory; Appraisal-Based Anxiety; Cognitive Strategies; Metacognitive Strategies