L’ansietat en els exàmens en els estudiants d’anglès: un cas de proves de vocabulari amb preguntes d’elecció múltiple i proves d’identificació d’errors

Yasin Khoshhal

Resum


INTRODUCCIÓ. L’estudi intenta discernir l’impacte que té l’ansietat provocada pels exàmens en el rendiment dels aprenents d’anglès. MÈTODE. Cinquanta dones estudiants d’anglès dels nivells intermedi i mitjà-superior es van dividir en dos grups —elecció múltiple (EM) i identificació d’errors (IE)— segons les puntuacions que havien obtingut en els exàmens de vocabulari fets en la fase pretest. Després, es va administrar un qüestionari per valorar el nivell d’ansietat que els havien provocat aquests exàmens. Durant un període de vint setmanes, el grup IE va fer activitats basades en la identificació d’errors, mentre que al grup EM se li van oferir classes que incloïen exercicis d’elecció múltiple. Després d’aquesta etapa, es van tornar a aplicar els mateixos exàmens i el qüestionari. RESULTATS I DISCUSSIÓ. Els resultats van demostrar que el nivell d’ansietat en els exàmens va ser més alt en el grup que va rebre el format d’IE. A través d’aquest estudi es va observar el paper positiu de la familiarització i l’impacte negatiu de l’ansietat debilitativa. Les conclusions d’aquest estudi es poden transferir a altres proves de competència d’alt nivell.

Paraules clau


Avaluació; Identificació d’errors; Preguntes d’elecció múltiple; Ansietat en els exàmens; Coneixement de vocabulari

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DOI: https://doi.org/10.1344/reire2021.14.132147



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