Language anxiety, self-regulated language learning strategies, and teacher support in English language learning among selected HEIs in Davao Region

2026 IJRSE – Volume 15 Issue 3
CollabWritive Special Issue

Available Online:  2 February 2026

Author/s:

Andon, Josephine S.*
Graduate School, Lyceum of the Philippines University – Batangas, Philippines (andonjosephine777@gmail.com)

Perez, Vivian A.
Lyceum of the Philippines University-Batangas, Philippines (vaperez@lpubatangas.edu.ph)

Abstract:

This study examines the relationships among language anxiety, self-regulated learning (SRL) strategies, and teacher support in English language learning among students from selected Higher Education Institutions (HEIs) in the Davao Region. Using a quantitative research design, the study explores key dimensions of language anxiety—communication apprehension, fear of negative evaluation, and test anxiety—as well as core SRL components such as goal setting, self-monitoring, time management, help-seeking, self-evaluation, and motivation. Teacher support is analyzed in terms of emotional, instrumental, appraisal, and informational assistance. Results indicate that students generally experience low levels of language anxiety, consistently use SRL strategies, and perceive strong teacher support, particularly in appraisal and informational forms. Significant relationships were found among the three variables, showing that higher levels of teacher support are associated with reduced language anxiety and increased use of SRL strategies. Based on these findings, the study emphasizes the value of learner-centered interventions such as the INSPIRE English Program, which promotes guided speaking activities, test preparation, time-management training, peer support, and constructive feedback to enhance students’ confidence, autonomy, and communicative competence.

Keywords: language anxiety, self-regulated learning, teacher support, English language learning, higher education institutions, communication apprehension, motivation regulation, academic support

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DOI: https://doi.org/10.5861/ijrse.2026.26601

Cite this article:
Andon, J. S., & Perez, V. A. (2026). Language anxiety, self-regulated language learning strategies, and teacher support in English language learning among selected HEIs in Davao Region. International Journal of Research Studies in Education, 15(3), 1-12. https://doi.org/10.5861/ijrse.2026.26601

* Corresponding Author