HEARING THE VOICES OF STUDENTS IN THE FAR-FLUNG AREAS ON COMMUNICATION ANXIETY: A PHENOMENOLOGY

This qualitative phenomenological study aimed to explore and understand the experiences, coping strategies, and insights of junior high school students in the far-flung schools of Davao del Norte regarding communication anxiety when using the English language. In-depth interviews were conducted for data collection, which were then coded and analyzed using thematic analysis. The findings revealed that students' experiences were characterized by physical and mental signs of anxiety, avoidance of communication opportunities, limited chances to practice English, fear of judgment, and reliance on code-switching. Their coping strategies highlighted the importance of self-motivation, the use of digital resources, seeking help and support from others, and engaging in continuous practice. Furthermore, their insights emphasized the significance of perseverance in making progress, viewing failures as opportunities for growth, employing various strategies, and applying those strategies in real communication settings. Ultimately, the results suggest that providing tailored support and encouraging continuous practice are essential for addressing communication anxiety and improving students' language proficiency. For future research may examine the effectiveness of tailored interventions aimed at reducing communication anxiety and enhancing language proficiency among students, as this could inform more effective educational strategies in improving language learning outcomes and promoting greater engagement in communication activities. KEYWORDS: Communication Anxiety, Far-Flung Schools, Junior High School Students, Phenomenology, Davao Del Norte