The effects of test anxiety on listening test performance

In’nami, Yo

doi:10.1016/j.system.2006.04.005

Cited by 74 publications

(61 citation statements)

References 30 publications

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“…This finding is compatible with many similar studies examining the effects of anxiety on test performance (Gardner, 1989;Aida, 1994;In'nami, 2006;Birjandi & Alemi, 2010). The researchers pointed out that "test anxiety is an anxiety problem in general and not specifically related to the foreign language learning context" (In 'nami, 2006, pp.…”

Section: Discussionsupporting

confidence: 92%

The Correlation among EFL Learners’ Test Anxiety, Foreign Language Anxiety and Language Achievement

Çakıcı¹

2016

ELT

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The main aim of this study was to investigate the correlation among test anxiety (TA), foreign language anxiety (FLA) and language achievement of university preparatory students learning English as a foreign language. The sample of the research consisted of 301 (211 females, 90 males) attending a one-year EFL preparatory school at Ondokuz Mayıs University, School of Foreign Languages. The TAI (Test Anxiety Inventory) developed by Spielberger (1980), FLCAS (Foreign Language Classroom Anxiety Scale) developed by Horwitz (1986) and the students' language achievement scores were used to collect data. In addition, this study aimed to determine the effect of gender on both TA and FLA. The findings of the study revealed that there was no relation between students' TA and their language achievement. It was also found a significant positive correlation between students' TA and FLA. Besides, the result demonstrated that there was a significant reverse correlation between students' FLA and their language achievement. Following t-test results, it was found out that females exhibited higher mean scores than males in both TAI and FLCAS. Finally, certain suggestions were set for EFL teachers to reduce text anxiety and language learning anxiety in foreign language classroom settings.

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Section: Discussionsupporting

confidence: 92%

The Correlation among EFL Learners’ Test Anxiety, Foreign Language Anxiety and Language Achievement

Çakıcı¹

2016

ELT

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“…The results showed that learner attitude and anxiety show significant negative correlation, while learner attitude and motivation show significant positive correlation. Test anxiety typically surfaces during certain cognitive performances for test takers, such as when they compare themselves with their peers, worry about the consequence of failing a test, experience low self-confidence, or are excessively worried about testing and assessment (In'nami 2006;Liu 2008). Different levels of test anxiety can be attributed to the individual's family background, social environment, and the teaching methods he or she is used to.…”

Section: Relationships Among Attitudes Motivation Test Anxiety Andmentioning

confidence: 99%

The relationships between test performance and students’ perceptions of learning motivation, test value, and test anxiety in the context of the English benchmark requirement for graduation in Taiwan’s universities

Lee

2017

Lang Test Asia

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Backgound: Having been influenced by the trend of internationalization of higher education, most universities in Taiwan have implemented an English benchmark requirement for graduation, which requires students to demonstrate their English ability at a specified Common European Framework of Reference for Languages (CEFR) level through taking a standardized English language test (e.g., GEPT, IELTS, TOEFL iBT). This practice has been increasingly criticized for failing to achieve its intended goals of enhancing students' English language proficiency and increasing students' career mobility. Therefore, there is an urgent need to explore the consequences of using standardized tests in support of the policy.Methods: To this end, this study investigated students' views of the graduation policy in three universities where students are required to take the General English Proficiency Test (GEPT) prior to graduation. Structural equation modeling was employed to find the best fitting model that illustrates the complex interrelationships among test performance, students' perceptions of the requirement, test value, test anxiety, and learning motivation.Results: The findings show that university students, regardless of English proficiency, generally hold a positive attitude towards the English graduation benchmark policy. Results further reveal that the Intermediate group shows more positive attitudes towards the graduation requirement than the High-Intermediate group. SEM results show that the attitudes of university students towards the English graduation requirement positively impact their perceived test value and their learning motivation. However, there is no significant relationship between the attitudes towards the policy and test performance. Conclusions: The findings contribute to our understanding of university students as the major stakeholders who defined the context of test use.

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“…The relationship between TA and other anxiety disorders is currently unclear. Some evidence suggests TA may be related to, and interact with, general anxiety disorders (Hopko, Hunt, & Armento, 2005;In'nami, 2006), while other studies suggest that TA may be a separate condition (Hopko et al, 2005;Wittmaier, 1972). Further complicating these relationships, TA can range from mild to severe, and, in some cases, anxiety, termed facilitative anxiety, can improve performance (Cassady & Johnson, 2002).…”

Section: Cover Page Footnotementioning

confidence: 99%