Test anxiety among English language learners: A case of vocabulary testing using multiple-choice items and error identification tests

Authors

DOI:

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

Keywords:

Assessment, Error identification, Multiple-choice items, Test anxiety, Vocabulary knowledge

Abstract

Introduction. This study sought to discern the impact of test anxiety on English language learners’ test performance. Method. Fifty female learners at intermediate and upper-intermediate levels of English were divided into two groups – Multiple-Choice (MC) and Error Identification (EI) – according to their scores in vocabulary tests given in the pre-treatment phase. A questionnaire was then administered to assess the level of anxiety brought about by these tests. During a 20-week period the EI group received lesson plans designed based on error-identification activities, while the MC group was offered instructions including multiple-choice items. After the treatment, the same tests and questionnaire were administered. Results and Discussion. The findings showed that the level of test anxiety was higher in the EI group compared with the MC group. The positive role of familiarization and the negative impact of debilitative anxiety were observed through this study. The findings of the current study can be transferred to other high-stake proficiency tests.

Author Biography

Yasin Khoshhal, University of Guilan, Rasht

Department of English Language and Literature

References

Aschbacher, P. R. (1991). Performance Assessment: State Activity, Interest and Concerns. Applied Measurement in Education, 4(4), 275–288. https://doi.org/10.1207/s15324818ame0404_2

Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford University Press.

Bailey, K. M. (1990). The use of diary studies in teacher education programs. In J. C. Richards & D. Nunan (eds.), Second language teacher education (pp. 215–226). Cambridge University Press. https://files.eric.ed.gov/fulltext/ED367166.pdf

Birjandi, P., & Alemi, M. (2010). The Impact of Test Anxiety on Test performance among Iranian EFL Learners. BRAIN Broad Research in Artificial Intelligence and Neuroscience, 1(4), 44–58. https://www.edusoft.ro/brain/index.php/brain/article/view/131/260

Black, P., & Wiliam, D. (2003). ‘In praise of educational research’: Formative assessment. British educational research journal, 29(5), 623–637. https://doi.org/10.1080/0141192032000133721

Brown, J. D., & Hudson, T. (1998). The alternatives in language assessment. TESOL quarterly, 32(4), 653–675. https://doi.org/10.2307/3587999

Carroll, J. B. (1961). Fundamental considerations in testing for English language proficiency of foreign students. Reprinted in H. B. Allen and R. N. Campbell (eds.) (1965), Teaching English as a Second Language: A Book of Readings (pp. 313–330). McGraw Hill.

Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary educational psychology, 27(2), 270–295. https://doi.org/10.1006/ceps.2001.1094

Chapell, M. S., Blanding, Z. B., Silverstein, M. E., Takahashi, M., Newman, B., Gubi, A., & McCann, N. (2005). Test Anxiety and Academic Performance in Undergraduate and Graduate Students. Journal of Education Psychology, 97(2), 268–274. https://doi.org/10.1037/0022-0663.97.2.268

Cherry, K. (2020, March 25). Test Anxiety Symptoms, Causes, and Treatments. Verywell Mind. https://www.verywellmind.com/what-is-test-anxiety-2795368

Couch, J. V., Garber, T. B., & Turner, W. E. (1983). Facilitating and debilitating test anxiety and academic achievement. The Psychological Record, 33(2), 237–244. https://doi.org/10.1007/BF03394841

Dörnyei, Z. (2012). Research methods in applied linguistics. Oxford Applied Linguistics.

Erözkan, A., Doğan, U., & Adıgüzel, A. (2017). Sources of test anxiety: a qualitative approach. Journal of Education and Practice, 8(27), 85–100.

Farhadi, H., & Keramati, H. (2009). Language assessment policy in Iran. Annual Review of Applied Linguistics, 29, 132–141.

Fulcher, G. (2013). Practical language testing. Routledge.

Fulcher, G., & Davidson, F. (2007). Language testing and assessment. Routledge.

Gairns, R., & Redman, S. (2008). Oxford word skills: Intermediate. Oxford University Press.

Genesee, F. (2001). Bilingual first language acquisition: Exploring the limits of the language faculty. Annual Review of Applied Linguistics, 21, 153–168. https://doi.org/10.1017/S0267190501000095

Gergely, G. (2008). Learning ‘about’ versus learning ‘from’ other minds: Natural pedagogy and its implications. In P. Carruthers, S. Laurence & S. Stich (eds.), The Innate Mind: Foundations and the Future (pp. 170–199). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195332834.003.0009

Hancock, D. R. (2001). Effects of test anxiety and evaluative threat on students’ achievement and motivation. The Journal of Educational Research, 94(5), 284–290. https://doi.org/10.1080/00220670109598764

Hayati, M., & Mashhadi, A. (2010). Language planning and language-in-education policy in Iran. Language Problems and Language Planning, 34(1), 24–42. https://doi.org/10.1075/lplp.34.1.02hay

Heaton, J. B. (1988). Writing English Language Test (New Edition). Longman.

Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of educational research, 58(1), 47–77. https://doi.org/10.3102/00346543058001047

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Clasroom Anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x

Huerta-Macias, A. (1995). Alternative assessment: Responses to commonly asked questions. TESOL Journal, 5, 8–27. https://www.jstor.org/stable/3587999

Iliescu, D. (2017). Adapting tests in linguistic and cultural situations. Cambridge University Press.

Kaewmala. (2012). The education failure - part 2: Test score, standards and accountability [Online Post]. Prachatai English. https://prachatai.com/english/node/3080

Mackey, A., & Gass, S. M. (2015). Second language research: Methodology and design. Routledge.

Madsen, H. S. (1983). Techniques in Testing. Oxford University Press.

McNamara, T., & Roever, C. (2006). Language testing: The social dimension (Vol. 1). John Wiley & Sons.

Nihae, N. I., & Chiramanee, T. (2014). Multiple-choice and Error Recognition Tests: Effects of Test Anxiety on Test Performance. International Journal of English Language Education, 2(2), 78–88. https://doi.org/10.5296/ijele.v2i2.5854

Nugent, P. M. S. (2013). Debilitative anxiety. PsychologyDictionary.org. https://psychologydictionary.org/debilitative-anxiety/

O’Malley, J. M., & Pierce, L. V. (1996). Authentic assessment for English language learners: Practical approaches for teachers. Addison-Wesley Publishing Company.

Resnick, L. B., & Klopfer, L. E. (1989). Toward the Thinking Curriculum: Current Cognitive Research. 1989 ASCD Yearbook. Association for Supervision and Curriculum Development.

Schnell, K., Tibubos, A., Rohrmann, S., Schienle, A., & Hodapp, V. (2011). Test Anxiety in High-school students: Self-reports and Student-teacher agreement. In P. Buchwald, K. A. Moore & T. Ringeisen (eds.), Stress and anxiety: application to education and health (pp. 45-54). Logos Verlag Berlin GmbH.

Scott, M. L. (1986). Student affective reactions to oral language tests. Language Testing, 3(1), 99–118. https://doi.org/10.1177/026553228600300105

Shepard, L. A. (2000). The role of assessment in a learning culture. Educational researcher, 29(7), 4–14. https://doi.org/10.3102/0013189X029007004

Trifoni, A., & Shahini, M. (2011). How does exam anxiety affect the performance of university students? Mediterranean Journal of Social Sciences, 2(2), 93–100. https://www.mcser.org/images/stories/2_journal/mjssmay2011/9.pdf

Wiliam, D. (1994). Towards a philosophy for educational assessment [Paper presentation]. British Educational Research Association’s 20th annual conference, Oxford. http://www.dylanwiliam.org/Dylan_Wiliams_website/Papers_files/BERA%2094%20paper.doc

Wiseman, D. G., & Hunt, G. H. (2013). Best practice in motivation and management in the classroom. Charles C Thomas Publisher.

Young, D. J. (1999). Affect in foreign language and second language learning. McGraw-Hill.

Zatz, S., & Chassin, L. (1985). Cognitions of test-anxious children under naturalistic test-taking conditions. Journal of Consulting and Clinical Psychology, 53(3), 393–401. https://doi.org/10.1037/0022-006X.53.3.393

Zeidner, M., & Matthews, G. (2010). Anxiety 101. Springer Publishing Company.

Published

2021-01-04

How to Cite

Khoshhal, Y. (2021). Test anxiety among English language learners: A case of vocabulary testing using multiple-choice items and error identification tests. REIRE Revista d’Innovació I Recerca En Educació, 14(1), 1–11. https://doi.org/10.1344/reire2021.14.132147

Issue

Section

Research Articles