English Language Learning Anxiety and Self-Efficacy of Learners in Modular Learning

Abstract: This study investigated the levels of English Language Learning Anxiety (ELLA) and self-efficacy among Grade 8 students engaged in modular learning. ELLA, often triggered by the fear of being corrected in front of peers, is a persistent challenge among language learners in face-to-face settings. The study sought to extend existing knowledge by examining ELLA in the context of modular learning and exploring its relationship with students’ self-efficacy. Employing a descriptive-correlational research design, the study involved 262 Grade 8 students from a national high school in Western Visayas, Central Philippines during the School Year 2021–2022. Findings revealed that students experienced a moderate level of ELLA and a low level of self-efficacy. A significant negative correlation between ELLA and self-efficacy was also observed, indicating that anxiety remains prevalent even in home-based learning and adversely affects students' confidence in their English learning abilities. These results underscore the need for strategic guidance programs aimed at reducing language anxiety and enhancing learners’ self-efficacy. Keywords: English Language Learning Anxiety, Self-efficacy, Modular Learning Modality, Philippines