Sam-it, Cherrie Mae Galingan.2026-02-052022-05Sam-it, C.M.(2022).Language anxiety and competence of ESL teachers.(Unpbulished master's thesis).University of the Cordilleras, Baguio City.https://dspace.uc-bcf.edu.ph/handle/123456789/393The Philippines is recognized globally as one of the largest English-speaking nations with majority of its population having at least some degree of fluency in the language. English has always been one of the official languages of the Philippines. It is the language of commerce and law, as well as the primary medium of instruction in education. It has been said that competence in the language is also one of the country's strengths that has helped drive the economy and even made the Philippines the top voice outsourcing destination in the world, surpassing India in 2012. The influx of foreign learners of English is also on the rise due to the relatively more affordable but quality English as a Second Language (ESL) programs being offered locally. However, even though most people are good at the English language, anxiety is still a common problem for second language users. This could affect language user's competence in the language. A lot of studies have been conducted to correlate anxiety and competence among second language users but most of them focused on the students. Contrary to this, the study was conducted among teachers, and it opted to determine the level of their language anxiety and level of language competence. Also, it intended to seek the relationship of the two variables. Even teachers can be anxious when using the English language as they are also learners of the language. Thus, this study was conducted to teachers not as being a teacher, but as being a learner of the English language. This study aimed to investigate the relationship between language anxiety and language competence of ESL teachers in Perfect 25. Specifically, it sought answers to the following: 1. What is the level of language anxiety of ESL teachers along: a. Lexical b. Grammatical c. Semantics d. Phonological: 2. What is the level of language competence of ESL teachers along: a. Lexical b. Grammatical c. Semantics d. Phonological? 3. What is the relationship between language anxiety and language competence of teachers? Hypothesis: There is a significant relationship between language anxiety and language competence of ESL teachers. The study used a correlational method. Two questionnaires which aimed to determine the teacher's self-perception of their language anxiety and language competence were given via Google form. Twenty non-English ESL teachers of Perfect 25 responded to these forms. Statistical mean was used to determine the level of language anxiety and language competence of the teachers. On the other hand, Pearson's Product Moment Correlation Method was utilized to find out the correlation between them. The result showed that there is no relationship between language anxiety and language competence. The following are the major findings of the study: 1. It was found out that the ESL teachers have a moderate level of language anxiety. a. Teacher's level of language anxiety along lexical is moderate. b. Teacher's level of language anxiety along grammatical is moderate. c. Teacher's level of language anxiety along semantics is moderate. d. Teacher's level of language anxiety along phonological is moderate. 2. It was also revealed that the level of language competence of the ESL teachers is in the moderate level. a. Teachers have a moderate level of language competence along lexical. b. Teachers have a high level of language competence along grammatical. c. Teachers have a moderate level of language competence along semantics. d. Teachers have a moderate level of language competence along phonological. 3. The study showed that there is a correlation between language anxiety and language competence. On the findings, it was indicated that there is a significant negative correlation along the dimensions of lexical, grammatical, and phonological. The computed correlation coefficient is significant; therefore, the null hypothesis of this study is rejected. As the language anxiety increases, language competences decreases or vice versa; as the language anxiety decreases, language competence increases. In light of the findings of the study, the following are the conclusions: 1. The ESL teachers experience some dilemma when using the English language. 2. The ESL teachers possess an average ability in the English language. 3. The level of language anxiety influences the level of language competence of the ESL teachers. The more the teachers are anxious in the language, the less they are competent. In relation with the findings and conclusions of this research, the following are recommended: 1. Teachers have to change negative thoughts into positive thoughts. Being trapped in negative thoughts is something that fuels anxiety in the language. 2. Teachers have to consider that language is a critical and pervasive component of pedagogical practice and teacher language competence is a key contributor to student success. Thus, it is crucial to ensure full language competence in the language of instruction. 3. It is suggested that teachers and syllabus designers consider focusing on activities that might help ease the anxiousness of students in the classroom and will lead to being confident and competent in language use. In line with this, there is a need for a guideline that can be helpful to the ESL teachers and those who are planning to become English or ESL teachers. It can be considered as tips to lessen anxiety in the language and to elevate competence. Other Recommendations 4. Future researchers can conduct a study on other population or locale. Studies on sociolinguistic, strategic and discourse competence can be explored. 5. Users of the English language may opt to adopt the outcome of the study. Please refer to Appendix J.en-USThesis