Mediating Effect of English Language Anxiety on the Relationship between Classroom Learning Environment and Language Learning Strategies of the Senior High School Students

Abstract

Learners struggle to apply effective language strategies. The study was determined the mediating effect of English language anxiety on the relationship between classroom learning environment and language learning strategies among senior high school students. Descriptive correlational design was used, with 260 samples randomly selected. It was found that English language anxiety did not significantly mediate the correlation between classroom learning environment and language learning strategies. Strengthening the classroom learning environment may be made a priority. To validate the findings, the study may also be replicated in other locales using different samples. Aims: The study aimed to examine the mediating effect of English language anxiety on the correlation between classroom learning environment and language learning strategies among students. It also sought the correlation between classroom learning environment, language learning strategies, and English language anxiety. Study Design: A descriptive correlational design was used. Methodology: A total of 260 senior high school students enrolled in a private school in Davao City were selected through random sampling. Data were collected using adapted questionnaires. Statistical analysis includes descriptive statistics, Pearson Correlation, and Mediation Analysis. Results: Findings revealed that English language anxiety did not mediate the correlation between classroom learning environment and language learning strategies. Conclusion: Prioritizing the strengthening of the classroom learning environment is recommended. To validate the findings, future studies may replicate the research in other locations with different samples.