Strategy, Anxiety, and Belief in Language Learning: A Structural Equation Model in Students' Communicative Competence

Aims: The purpose of this study is to establish the best fit model for students' communication competence by utilizing structural equation modeling (SEM) as the primary design tool to examine the relationship between strategy, anxiety, and belief in language learning and communicative competence.

Study Design: This study uses a quantitative causal design.

Place and Duration of Study: This study was carried out among college students enrolled in Region 12 State Universities and Colleges (SUCs) in the Philippines during the second semester of the academic year 2023.

Methodology: A stratified random sampling procedure was employed to choose 450 Filipino language-specialty college students. Data were gathered utilizing four survey questionnaires. The data was analyzed by calculating the mean and standard deviation, using Pearson product-moment correlation, and using multiple regression analysis to determine the correlations between the variables. The SEM was used to determine the best-fit model for communicative skill.

Results: The study discovered that all variables—strategy, anxiety, and belief in language learning—were at a high level, indicating frequent demonstration by respondents. There was a strong correlation between these characteristics and students' communicative competence. Model 3, the best fit model for communicative competence, used factors such as linguistic competence as well as pragmatic and strategic competence. Metacognitive, cognitive, and memory techniques all indicated a language learning strategy. Fear of low-grade, communication anxiety, and test anxiety all reflect language learning anxiety. Motivation and expectation, learning and communication approach, language learning environment, and language competence all demonstrated a belief in language learning.

Conclusion: The study found that strategy, anxiety, and belief in language learning all play a significant role in students' communicate effectively. The findings serve as a foundation for creating effective language teaching strategies for Filipino language-specialized students.

Recommendations: Based on the study findings, educators should implement activities such as journaling, peer support groups, and self-reflection sessions to foster a positive attitude toward language learning. To address language anxiety, they should organize debriefing and reflection sessions to help students share and manage their emotions, and provide professional counseling services for additional support. These strategies aim to enhance students' communicative competence and address emotional challenges related to language use.