Abstract
This study aimed to identify the Grade 6 pupils and home-based teachers’ anxiety in modular English instruction in Tamontaka Central School during the School Year 2020-2021. The participants of the study were the selected 25 Grade pupils and 25 home-based teachers. This study used mixed methods of research. The researchers utilized descriptive statistics such as frequency count and weighted mean. For quantitative, a set of questionnaires developed based on the Foreign Language Reading Anxiety Scale (FLRAS) consisted of 20 items in which five-point values in the Likert Scale were used ranging from Strongly Agree – Strongly Disagree; and for qualitative, an interview guide questions consisted of 2 items. Questions number one (1) and two (2) were classified as quantitative methods and number three (3) and four (4) were qualitative in this study. Based on the findings of the study, it is concluded that the learners and home-based teacher’s anxiety level in modular English instruction were high which can cause some worries and hesitations
