English Language Learning Anxieties of Last-Mile Learners As A Basis for Developing The V.O.I.C.E. Framework
Main Article Content
Sonny Villamor
Rennie C. Saranza
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 a phenomenological approach to qualitative research. Eight Grade 7 participants were selected through purposive and convenience sampling for in-depth interviews, given 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 English language proficiency, fear of making mistakes, inability to answer questions, and fear of embarrassment, particularly during 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. 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 examine this phenomenon further to uncover deeper insights and inform effective educational interventions.
Akbari, Z. (2015). Current challenges in teaching/learning English for EFL learners: The case of junior high school and high school. Procedia-Social and Behavioral Sciences, 199, 394-401.
Alasmari, M., Qasem, F., Ahmed, R., & Alrayes, M. (2022). Bilingual teachers' translanguaging practices and ideologies in online classrooms in Saudi Arabia. Heliyon, 8(9).
Al-Mutairi, M. A. (2020). Kachru's Three Concentric Circles Model of English Language: An Overview of Criticism & the Place of Kuwait in It. English Language Teaching, 13(1), 85-88.
Amiri, M., & Ghonsooly, B. (2015). The relationship between English learning anxiety and the students' achievement on examinations. Journal of Language Teaching and Research, 6(4), 855
Bhatti, N., & Memon, S. (2016). Investigating the perceptions of Pakistani English language learners on language learning anxiety in EFL classroom.
Bolzan, P., Ascani, A., Minighin, D., & Ventrella, M. (2020). Peer-To-Peer Learning as A Generator of New Proactive Practices for Students Engagement. In Edulearn20 proceedings (pp. 5361-5368). IATED.
Boté, I. D. (2022). "You feel a little bit embarrassed, but you get over it": EFL students' beliefs and emotions about speaking. Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, (37), 143-160.
Bugaj, T. J., Blohm, M., Schmid, C., Koehl, N., Huber, J., Huhn, D., ... & Nikendei, C. (2019). Peer-assisted learning (PAL): skills lab tutors' experiences and motivation. BMC medical education, 19, 1-14.
Byrne, M. M. (2001). Understanding life experiences through a phenomenological approach to research. AORN journal, 73(4), 830-830.
Cordova, R. C., Grace, J., Medina, D., Ramos, T. R., & Alejo, A. R. (2019). Effectiveness of Competency-Based Strategic Intervention Materials in English 7. DLSU Research Congress 2019.
Coverdale, G. E., & Long, A. F. (2015). Emotional well-being and mental health: an exploration into health promotion in young people and families. Perspectives in public health, 135(1), 27-36.
Dymiel, R. J., Cantina, J., Alipoyo, V. R. I., Comecilla, M. O., Patay, A. S., & Recamara, J. T. (2022). Anxiety in second language in relation to students' speaking performance. Sprin Journal of Arts Humanities and Social Sciences, 396–410.
Eberhard, David M., Gary F. Simons, and Charles D. Fennig (2025). Ethnologue: Languages of the World. Twenty-eighth edition. Dallas, Texas: SIL International. Online version: https://www.ethnologue.com/insights/most-spoken-language/
Effiom, B. E., & Bassey, B. A. (2018). Test anxiety, self-esteem and academic performance among secondary school students in Cross River State, Nigeria. International Journal of Education and Evaluation, 4(9), 18-27.
Hasanah, N., & Utami, P. T. (2020). Emerging challenges of teaching English in Non-native English-Speaking countries: Teachers' view. English Language Teaching Educational Journal, 2(3), 112.
Hashemi, Z., Shokrpour, N., Valinejad, M., & Hadavi, M. (2020). Communication apprehension and level of anxiety in the medical students of Rafsanjan University of Medical Sciences. Journal of Education and Health Promotion, 9.
Jalleh, C. M., Mahfoodh, O. H. A., & Singh, M. K. M. (2021). Oral Communication Apprehension among Japanese EFL International Students in a Language Immersion Program in Malaysia. International Journal of Instruction, 14(2), 155-178.
Juwitawati, W., & Pratiwi, A. R. (2018). Analysis students' anxiety in learning speaking using drill method. PROJECT (Professional Journal of English Education), 1(5), 600.
Khan, S. K. &. M. a. &. S. G. &. I. U. K. &. N. (2017). Impact of Parents' Occupation on Students Self-Concept at Secondary Level.
Liani, S., & Hamid, R. (2023). English Learners Speaking Performance: Do Self-Perception and Exteroception Influence Their Language Acquisition?. Journal of English Learning and Applied Linguistics (IJELAL), 3(2), 101-115.
MacIntyre, P. D., & Gardner, R. C. (1991). Language anxiety: Its relationship to other anxieties and to processing in native and second languages. Language learning, 41(4), 513-534.
Nosirova, D. (2023). Learning English as a second language: Challenges and strategies. Modern Science and Research, 2(9), 165-170.
Pabro-Maquidato, I. M. (2021). The Experience of English-Speaking Anxiety and coping strategies: a Transcendental phenomenological study. International Journal of TESOL & Education, 1(2), 45–64.
Pino-Juste, M., & Fernandez-Feijoo, B. (2016). Influence of a Relaxation Experiment on Students' Academic Performance. International Journal of Assessment & Evaluation, 23(4).
Reichenberger, J., Smyth, J. M., & Blechert, J. (2017). Fear of evaluation unpacked: day-to-day correlates of fear of negative and positive evaluation. Anxiety, Stress, & Coping, 31(2), 159–174.
Ritt, M. (2016). The impact of high-stakes testing on the learning environment (Doctoral dissertation, University of St. Thomas, Minnesota).
Ruslan Mahfuz, R., Hidayah, J., & Edyar, B. (2024). Students' Anxiety InLearning English (A Case Study at 7th Grade of Darussalam Boarding School Kepahiang) (Doctoral dissertation, Institut Agama Islam Negeri Curup).
Sadighi, F., & Dastpak, M. (2017). The Sources of Foreign Language Speaking Anxiety of Iranian English Language Learners. International Journal of Education and Literacy Studies, 5(4), 111-115.
Sansaluna, S., Bawa, L., Camua, A., & Untong, L. (2021). Senior High School Students' Anxiety and Performance in Learning English. Advances in Social Sciences Research Journal, 8(4), 605-612.
Sherlock, Z., & Nakao, K. (2016). The English Language: Just Because it's Important, Does it Mean it's Perceived as Useful?. Language Education and Research Center Journal, ll, 5-20.
Solak, E., & Bayar, A. (2015). Current challenges in English language learning in Turkish EFL context. Participatory Educational Research, 2(1), 106-115.
Sultana, N., & Jamin, B. (2021). Overcoming fear to improve English speaking skill. International Journal of Research and Innovation in Social Science, 5(12), 17- 27.
Tan, S. H., & Pang, J. S. (2023). Test anxiety: An integration of the test anxiety and achievement motivation research traditions. Educational Psychology Review, 35(1), 13.
Zhenlei, Y., Boyuan, M., Lin, S., Chunxia, G., & Qiang, H. (2024). Identification of knowledge anxiety factors among researchers based on grounded theory. Heliyon, 10(4).
