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Prof. Dr. Gabriela Topa
Social and organizational Psychology, Universidad Nacional de Educacion a Distancia
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Home > Archives > Vol. 10 No. 5 (2025): Published > Research Articles
ESP-3704

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2025-05-19

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Vol. 10 No. 5 (2025): Published

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Research Articles

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Copyright (c) 2025 Mhaydeeliza J. Salve

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How to Cite

J. Salve, M. (2025). English language anxiety (ELA) and academic success among undergraduates attending higher education institutions (HEIs) in Sulu. Environment and Social Psychology, 10(5), ESP-3704. https://doi.org/10.59429/esp.v10i5.3704
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English language anxiety (ELA) and academic success among undergraduates attending higher education institutions (HEIs) in Sulu

Mhaydeeliza J. Salve

School of Graduate Studies, Sulu State College, Jolo, Sulu, 7400, Philippines


DOI: https://doi.org/10.59429/esp.v10i5.3704


Keywords: English language; academic achievement; anxiety Sulu


Abstract

This study examined the relationship of English language anxiety on the academic performance of students in higher education institutions in Sulu during the 2024-2025 academic year. A descriptive-correlational study of 200 students, chosen based on specific criteria and analyzed via mean and standard deviation for descriptive statistics, and applied t-tests, one-way ANOVA, and Pearson correlation for inferential evaluation, revealed that most participants were female, aged 19-25, mainly in their second or third year of college, and had college-educated parents. The study found that moderate English language anxiety was prevalent among students and negatively affected their academic performance, classroom engagement, and confidence, with grades in English subjects often just passing. Moreover, students with more educated parents showed less anxiety and performed better academically, and year level also influenced achievement. Students with moderate anxiety tended to achieve marginal academic results, consistent with Horwitz et al.'s theory on the role of emotional and psychological factors in second language learning challenges. The study suggests that HEIs should implement strategies to reduce language anxiety and improve academic outcomes.


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