THE MEDIATING EFFECT OF STRATEGY INVENTORY OF LANGUAGE LEARNING ON THE RELATIONSHIP BETWEEN MOTIVATION IN ENGLISH LANGUAGE LEARNING AND CLASSROOM ANXIETY
Abstract
This study aimed to determine the mediating effect of strategy inventory for language learning between motivation in English language learning and classroom anxiety. It utilized a descriptive-correlational study design along with mediation analysis. Correlational analysis was performed to examine the relationships between the variables. The researchers surveyed 316 senior high school students from four private schools in Davao City using a stratified sampling technique who enrolled in S.Y. 2024-2025. Mean, Pearson r, Linear Regression Analysis, and Medgraph using the Sobel z-test were used for the data analysis. Results revealed that motivation in English language learning was very high. Students' English language classroom anxiety was moderate, while strategy inventory for language learning was high. There was a significant negative relationship between motivation in English language learning and classroom anxiety, and a positive significant relationship between motivation in English language learning and strategy inventory. However, the positive relationship between strategy inventory and classroom anxiety was not statistically significant. Besides, Medgraph and Sobel z-test revealed that strategy inventory for language learning significantly mediated the relationship between motivation in English language learning and classroom anxiety; this analysis confirms a partial mediation. Therefore, some of the strategy inventory has a direct effect, but not all, on the relationship between motivation and classroom anxiety. This implies that motivation directly affects classroom anxiety even after accounting for the strategy inventory.
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DOI: http://dx.doi.org/10.46827/ejel.v10i2.6093
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