IJELI Published Article Details

Abstract This study aimed to identify the causes and levels of language anxiety among pre-service English teachers at Northern Iloilo State University, Ajuy Campus. A descriptive survey quantitative research design was used to explore factors contributing to language anxiety, with data gathered from pre-service English teachers selected through quota sampling. The Foreign Language Classroom Anxiety Scale (FLCAS) was utilized to measure anxiety levels, and data were analyzed using descriptive statistics, Mann-Whitney U test, and Kruskal-Wallis tests. The results revealed that pre-service English teachers experienced moderate levels of language anxiety. However, no significant differences in anxiety levels were found based on sex, socio-economic status, or parents' highest educational attainment. The study identified the primary sources of anxiety, including fear of attending English classes, apprehension about receiving corrections from teachers, and nervousness when speaking without prior preparation. These findings suggest that language anxiety is a common challenge among pre-service teachers, potentially affecting their learning experience and professional development. The study emphasizes the importance of implementing targeted interventions, such as creating supportive learning environments and using anxiety-reducing teaching strategies, to help future educators effectively manage their language anxiety. By addressing these issues, educational institutions can improve the language proficiency and teaching competence of pre-service teachers, ultimately benefiting the broader field of English language education in the Philippines. The study calls for further research and development of strategies to reduce language anxiety, ensuring that future English educators are well-prepared to face the challenges of teaching in a foreign language. Keywords: Language anxiety, Language anxiety levels, Prevailing causes, Pre-service English teacher