ABSTRACT :English Language Anxiety and its Effect in the Academic Performances of College Students Thesis Title Author Adviser : Benjo F. Bulanadi :Ms. Anne Gellie T. Dimabuyu The study was conducted to provide local insight on the level of English Language Anxiety experienced by the college freshmen and how language anxiety afects their academic performances. Additionally, it classified the factors affecting their language anxiety and determined their coping mechanisms. The data were obtained from the 94 freshmen students using a two-part standardized language anxiety survey questionnaire from the study of Macayan, et al., (2018) a modified version from Horwitz, et al., (1986) Foreign Language Classroom Anxiety Scale. Then, a total of 10 respondents were randomly selected for the semi-structured interview through the use of wheels of names to collect data. Mixed method using a descriptive-inferential approach was used as the method of the study. Based on the findings of the study, the learners' level of English Language Anxiety in terms of speaking is moderate (45-74%); while the majority of the respondents (53.19%) have a low level in writing anxiety. The result of the correlation of the respondents' level of writing anxiety in English found to be highly significant with home language. However, the respondents' level of English Language Anxiety in both speaking and writing suggested no significant effects with the respondents' demographic profile in terms of sex, age, and their academic performances. There was no significant difference between the respondents' English Language Anxiety when grouped according to their demographic profile. The researcher also found that the frequently mentioned factor was the fear of judgements while breathing techniques as primarily a coping mechanism.