Pandemic learning : synchronous and asynchronous online learning and its effect to anxiety in English language use of selected Bachelor of Arts in English Language Studies students of Cavite State University, Indang, Cavite / by Christiana Marie S. Dumaraog, Cj-Ann C. Escandallo, Kate Anne N. Gumapac, Hannah P. Silva and Paulyn B. Ybañez.

Thesis (Bachelor of Arts in English Language Studies) Cavite State University.

Includes bibliographical references.

College of Arts and Sciences (CAS). Department of Humanities.

DUMARAOG, CHRISTIANA MARIE S., ESCANDALLO, CJ-ANN C., GUMAPAC, KATE ANNE N., SILVA, HANNAH P. and YBAÑEZ, PAULYN B. Pandemic learning: Synchronous and Asynchronous Online Learning and Its Effect to Anxiety in English Language Use of Selected Bachelor of Arts in English Language Studies Students at Cavite State University, Indang Cavite. Undergraduate Thesis Bachelor of Arts in English Language Studies. Cavite State University - Main Campus, Indang, Cavite. June 2022. Adviser: Ms. Marisol C. Crizaldo.

This study was conducted to determine the effects of synchronous and asynchronous online learning to the anxiety of English language use of selected Bachelor of Arts in English Language Studies students at Cavite State University, Indang, Cavite. Specifically, this study was designed to provide answers to which factors affected the anxiety of the students while speaking in English, identify the coping mechanism/s used by the respondents, determine which between synchronous or asynchronous sessions triggered their anxiety most, as well as the interventions that the respondents need from the teacher to reduce anxious triggers during online learning. In terms of the Factors that Affect the Anxiety of Students in English Language use, results showed that Test anxiety stood out as the greater trigger than Communication apprehension and Negative evaluation with a 3.92 total weighted mean. In connection to this, the respondents agreed that the coping mechanism that works best for them while experiencing anxiety is through preparation which accumulated a weighted mean of 4.43. While the level of anxiety experienced by the respondents during synchronous English language use and learning sessions is higher with a weighted mean of 3.67 as compared to asynchronous sessions which has a 2.91. Although the students also expressed experienced anxious triggers within both modes, they find lesser triggers for asynchronous classes. The respondents believe that open communication during online English language learning between students and teachers works most as an intervention in reducing anxiety for the students with the highest weighted mean of 4.39.

Submitted to the University Library 07/14/2022 T-9295