Özet:

A number of studies on second language or foreign language anxiety have reported the enervating effect it can cast on learning, particularly speaking a second/foreign language, that must be overcome by students in order for them to take full advantage of second/foreign instructions (Horwitz et al., 1986 as cited in Tanveer, 2007). Hence, the main purpose of this exploratory study was to identify the level and causes of language anxiety experienced by learners of English as a second language (ESL) in Mindanao State University-Main Campus, Marawi, Philippines, as well as to suggest some strategies for dealing with it. This study employed descriptive qualitative research as a research approach on 35 first-year university students using a questionnaire which contains Park’s (2014) modified version of the 33-item Foreign Language Anxiety Scale (FLCAS) and an interview using the questions taken from Tanveer’s (2007) study. Furthermore, means and standard deviation were calculated and used to analyze language anxiety level; and a directed content analysis were conducted for the gathered qualitative data. The results showed neutral level of language anxiety among the respondents in overall components. Furthermore, these were the factors that cause language anxiety among the respondents: (1) linguistic difficulties: a poor command of grammar rules, lack of sufficient vocabulary and pronunciation difficulties (2) cognitive challenges: self-related cognition, fear of making mistakes and apprehension of others’ evaluation, and (3) social factors: presentation in the classroom or in public and the role of teachers in the classroom. Finally, the learners offered some concrete suggestions to lower language anxiety in the classroom to provide insights into how educators can develop appropriate interventions to decrease language anxiety among second language learners.

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