This study has focused on determining the level, sources, and causes of foreign language anxiety of students taking up teacher education courses in the Philippines and how language anxiety affects the English proficiency of the respondents and their language learning. A total of 242 learners from a Philippine-based learning institution answered an English proficiency exam (EPE) and a questionnaire comprising two parts: a 30-item English Language Anxiety Scale (ELAS) and a set of questions on causes of anxiety and effects on language learning. Means, standard deviation, frequency, and percentage were calculated and used to characterize language anxiety level, sources, and causes. Correlation and regression analyses of the language anxiety variables and English proficiency of the respondents were then conducted. Follow-up interviews were also done for selected respondents in order to understand the nature and mechanism of the investigated relationships. The results confirmed that the speaking activity, error correction, and communicating with English speakers are sources of high anxiety of the Filipino learners, while the writing activity, negative self-perception, and noncomprehension are sources of moderate anxiety. All of the sources of anxiety were shown to have a significant negative relationship with second language anxiety, and simple regression analysis revealed that foreign language anxiety is a significant predictor of English proficiency. However, further analysis of the specific sources of anxiety using multiple regression analysis identified speaking activities anxiety as the only significant predictor of English proficiency.

中文翻译：

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重点关注语言焦虑：菲律宾本科师范教育学习者的案例

这项研究的重点是确定在菲律宾参加教师教育课程的学生的外语焦虑水平，来源和原因，以及语言焦虑如何影响受访者的英语水平和他们的语言学习。一家来自菲律宾的学习机构的242名学习者回答了英语能力考试（EPE）和一个包括两部分的问卷：一个30个项目的英语焦虑量表（ELAS）以及一系列关于焦虑成因及其影响的问题语言学习。计算平均值，标准差，频率和百分比，并将其用于表征语言焦虑程度，来源和原因。然后进行了语言焦虑变量和受访者英语水平的相关和回归分析。还对选定的受访者进行了后续访谈，以了解所调查关系的性质和机制。结果证实，口语活动，错误纠正和与英语母语者的交流是菲律宾学习者高度焦虑的根源，而写作活动，负面的自我感知和不理解是中度焦虑的根源。焦虑的所有来源均显示与第二语言焦虑显着负相关，而简单的回归分析表明，外语焦虑是英语熟练程度的重要预测指标。但是，使用多元回归分析对焦虑的具体来源进行的进一步分析确定，口语活动焦虑是英语水平的唯一重要预测指标。