Language Anxiety and Language Difficulty in Speaking English as a Second Language in a Rural Community

This study explored the relationship between language anxiety and language difficulty among Grade 9 high school learners in a rural community. Using a quantitative inferential design, data were gathered from 30 randomly selected learners through an online survey consisting of 30 items on foreign language classroom anxiety and language difficulty. Results showed that learners experienced a moderate level of language anxiety (M = 3.06, SD = 0.22) and a moderate level of language difficulty (M = 3.16, SD = 0.97). The Pearson correlation coefficient (r = 0.29, p > 0.05) revealed a weak positive relationship between the two variables, indicating that students who felt more anxious also tended to find English slightly more difficult, though the relationship was not significant. These findings suggest that factors beyond anxiety, such as classroom environment, motivation, and teaching style, affect learners’ English-speaking performance. The study recommends fostering supportive learning environments to help rural learners gain confidence and improve their English communication skills.