ENGLISH LANGUAGE ANXIETY AND READING MOTIVATION AS DETERMINANTS OF READING COMPREHENSION AMONG JUNIOR HIGH SCHOOL LEARNERS IN BACULIN INTEGRATED SCHOOL, SURIGAO SUR DIVISION: A DESCRIPTIVE-CORRELATIONAL STUDY

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This study investigated English language anxiety and reading motivation as determinants of reading comprehension among Junior High School learners in Baculin Integrated School, Surigao del Sur Division. Recognizing the challenge faced by many Filipino learners in developing strong English literacy skills, the study examined how affective factors—specifically anxiety related to English usage and the degree of motivation to engage in reading—predict reading comprehension performance. Grounded in the Affective Filter Hypothesis and Expectancy-Value Theory, the study utilized a descriptive-correlational research design. A total of junior high school learners participated, responding to standardized and validated instruments measuring language anxiety, reading motivation, and reading comprehension. Descriptive statistical treatments revealed that learners exhibited moderate English language anxiety, primarily in fear of negative evaluation and communication apprehension. Reading motivation levels were moderately high, with stronger inclination toward intrinsic motivation compared to extrinsic motivators. Reading comprehension levels, however, were found to be approaching proficiency, indicating the need for improvement in inferential and critical comprehension skills. Correlational analysis showed a significant negative relationship between English language anxiety and reading comprehension, suggesting that higher anxiety adversely affects comprehension performance. A significant positive relationship was also found between reading motivation and reading comprehension, demonstrating that motivated learners tend to comprehend texts more effectively. Regression analysis further revealed that reading motivation is a stronger predictor of reading comprehension than English language anxiety. The study concludes that addressing learners’ affective needs—reducing anxiety and strengthening intrinsic motivation—can significantly enhance comprehension outcomes. Recommendations include integrating anxiety-reducing instructional strategies, strengthening reading intervention programs, and cultivating a supportive reading culture in school.

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