English Language Learning Anxieties of Last-Mile Learners as a Basis for Developing the V.O.I.C.E. Framework
Saved in:
| Title: | English Language Learning Anxieties of Last-Mile Learners as a Basis for Developing the V.O.I.C.E. Framework |
|---|---|
| Language: | English |
| Authors: | Sonny Villamor, Rennie Cajetas-Saranza |
| Source: | Online Submission. 2025. |
| Peer Reviewed: | N |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | High Schools Secondary Education Elementary Education Grade 7 Junior High Schools Middle Schools |
| Descriptors: | Anxiety, English (Second Language), Second Language Learning, High School Students, Rural Schools, Coping, Grade 7, Self Concept, Foreign Countries |
| Geographic Terms: | Philippines |
| Abstract: | Anxiety is a significant factor affecting learners' language performance. Hence, this study aimed to explore the anxieties that last-mile learners experienced when learning English using phenomenological approach to qualitative research. Eight Grade 7 participants were selected using purposive and convenience sampling techniques for in-depth interviews, due to their accessibility and availability within the school setting. Thematic analysis was employed to analyze the data collected. Findings revealed that last-mile learners experienced both positive and negative aspects of English language learning. The negative aspects included inadequate knowledge of the English language, fear of making mistakes, inability to answer questions, and fear of embarrassment, particularly when performing speaking tasks and assessments. To cope with these, learners employed various strategies, such as emotional regulation, seeking social support from peers and teachers, and engaging in academic practices like self-study and repetition. In response to the findings, the V.O.I.C.E. Framework was developed to address English language learning anxiety. This framework highlights the importance of Values, Opportunities, Interactions, Challenges, and Engagement in creating a supportive and motivating learning environment. The study recommends that English instruction be made more interactive, inclusive, and learner-centered to reduce anxiety and enhance student engagement. Future research is encouraged to further examine this phenomenon to uncover deeper insights and inform effective educational interventions. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED675929 |
| Database: | ERIC |
| Abstract: | Anxiety is a significant factor affecting learners' language performance. Hence, this study aimed to explore the anxieties that last-mile learners experienced when learning English using phenomenological approach to qualitative research. Eight Grade 7 participants were selected using purposive and convenience sampling techniques for in-depth interviews, due to their accessibility and availability within the school setting. Thematic analysis was employed to analyze the data collected. Findings revealed that last-mile learners experienced both positive and negative aspects of English language learning. The negative aspects included inadequate knowledge of the English language, fear of making mistakes, inability to answer questions, and fear of embarrassment, particularly when performing speaking tasks and assessments. To cope with these, learners employed various strategies, such as emotional regulation, seeking social support from peers and teachers, and engaging in academic practices like self-study and repetition. In response to the findings, the V.O.I.C.E. Framework was developed to address English language learning anxiety. This framework highlights the importance of Values, Opportunities, Interactions, Challenges, and Engagement in creating a supportive and motivating learning environment. The study recommends that English instruction be made more interactive, inclusive, and learner-centered to reduce anxiety and enhance student engagement. Future research is encouraged to further examine this phenomenon to uncover deeper insights and inform effective educational interventions. |
|---|