Ansiedad ante los exámenes en estudiantes de inglés: un caso de pruebas de vocabulario utilizando preguntas de opción múltiple y de identificación de errores
DOI:
https://doi.org/10.1344/reire2021.14.132147Palabras clave:
Identificación de errores, Ítems de opción múltiple, Ansiedad ante los exámenes, Conocimiento de vocabularioResumen
INTRODUCCIÓN. Este estudio busca discernir el impacto de la ansiedad ante el desempeño de los exámenes de estudiantes de inglés. MÉTODO. Cincuenta alumnas de niveles intermedio e intermedio-alto de inglés se dividieron en dos grupos: opción múltiple (OM) e identificación de errores (IE), de acuerdo con sus calificaciones en los exámenes que recibieron en la fase de pretest. Después de esta etapa, se administró un cuestionario para evaluar el nivel de ansiedad que comportaron estas pruebas. Durante un período de veinte semanas, el grupo IE recibió clases diseñadas a partir de ejercicios sobre identificación de errores, mientras que al grupo OM se le ofrecieron clases que incluían preguntas de opción múltiple. Tras el tratamiento, se volvieron a aplicar los mismos exámenes y el cuestionario. RESULTADOS Y DISCUSIÓN. Los hallazgos mostraron que el nivel de ansiedad ante los exámenes es mayor en el grupo que recibió el formato de IE de la prueba de conocimiento de vocabulario. A través de este estudio se observó el papel positivo de la familiarización y el impacto negativo de la ansiedad debilitante. Los hallazgos del estudio actual se pueden transferir a otras pruebas de competencia de alto nivel.Citas
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.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
El autor conserva los derechos de autoría y concede a REIRE los derechos de la primera publicación del artículo.
Todos los contenidos incluidos en la Revista d’Innovació i Recerca en Educació están sujetos a la licencia de Reconocimiento 4.0 Internacional de Creative Commons, que permite la reproducción, distribución y comunicación pública siempre que se reconozca el autor y la revista.
