000 04003nam a2200373 a 4500
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008 180905s19uu xx 00 eng d
040 _cCvSU Main Campus Library
041 0 _aeng
082 0 4 _a371.35
_bD89 2022
100 _aDumaraog, Christiana Marie S.
_eauthor
_942003
245 1 0 _aPandemic learning :
_bsynchronous 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 /
_cby Christiana Marie S. Dumaraog, Cj-Ann C. Escandallo, Kate Anne N. Gumapac, Hannah P. Silva and Paulyn B. Ybañez.
260 _aIndang, Cavite :
_bCavite State University-Main Campus,
_c2022.
300 _axi, 165 pages :
_billustrations ;
_c28 m
336 _2rdacontent
_atext
337 _2rdamedia
_aunmediated
338 _2rdacarrier
_avolume
500 _aThesis (Bachelor of Arts in English Language Studies) Cavite State University.
504 _aIncludes bibliographical references.
508 _aCollege of Arts and Sciences (CAS). Department of Humanities.
520 3 _a 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.
541 _cSubmitted to the University Library
_d07/14/2022
_eT-9295
650 0 _aDistance education
_924653
650 0 _aEnglish language
_9736
_xUsage
690 _aBachelor of Arts in English Language Studies
_936640
700 _aEscandallo, Cj-Ann C.
_eauthor
_942004
700 _aGumapac, Kate Anne N.
_eauthor
_942005
700 _aSilva, Hannah P.
_eauthor
_942006
700 _aYbañez, Paulyn B.
_eauthor
_942007
700 _aCrizaldo, Marisol C.
_942008
_eadviser
856 _yClick here to view the Abstract and Table of Contents
_uhttp://library.cvsu.edu.ph/cgi-bin/koha/opac-retrieve-file.pl?id=69d9eb198b3eb7c29d19457ffe4b1c48
942 _2ddc
_cMAN
999 _c63113
_d63113