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The purpose of the current study was to examine the effectiveness of some strategies (stress coping and test-taking strategies) in diminishing Iranian EFL learners’ test anxiety. The sample consisted of 152 adult participants, 48 males and 104 females aged 20 to 35 with Persian as their first language. The instruments used in this study consisted of three questionnaires, the coping inventory for stressful situations (CISS), test anxiety questionnaire, and test taking strategy questionnaire. The results of path analysis demonstrated that among the coping strategies, task (β= .35, t= 5.00) and avoidance (β= .32, t= 4.32) are positive predictors of test-taking strategies and emotion negatively predicted test-taking strategies (β= -.21, t= -3.26). Test anxiety is influenced by task (β= -.17, t= -2.18) and avoidance (β=- .33, t= -4.25) negatively and positively by emotion (β= .23, t= 3.43). It was also found that test-taking strategies and test anxiety are negatively associated (β= -.25, t= -3.17). In addition, results of independent sample t-test showed that there is a significant difference between male and female students with respect to stress coping strategies, test taking strategies, and test anxiety. Finally, the findings were discussed with reference to the context of Iran.
2017 •
The purpose of the current study was to examine the effectiveness of some strategies (stress coping and test-taking strategies) in diminishing Iranian EFL learners' test anxiety. The sample consisted of 152 adult participants, 48 males and 104 females aged 20 to 35 with Persian as their first language. The instruments used in this study consisted of three questionnaires, the coping inventory for stressful situations (CISS), test anxiety questionnaire, and test taking strategy questionnaire. The results of path analysis demonstrated that among the coping strategies, task (β= .35, t= 5.00) and avoidance (β= .32, t= 4.32) are positive predictors of test-taking strategies and emotion negatively predicted test-taking strategies (β=-.21, t=-3.26). Test anxiety is influenced by task (β=-.17, t=-2.18) and avoidance (β=-.33, t=-4.25) negatively and positively by emotion (β= .23, t= 3.43). It was also found that test-taking strategies and test anxiety are negatively associated (β=-.25, t=...
BRAIN. Broad Research in Artificial Intelligence and Neuroscience
The Impact of Test Anxiety on Test Performance among Iranian EFL Learners2010 •
As an affective factor, test-taking anxiety has been investigated in different contexts in the past two decades. However, the mixed results of the relationship between test-taking anxiety and L2 learners' test performance show that the instrumentation for the assessment of test-taking anxiety and the factors comprising the construct of test-taking anxiety trait requires more investigation in order to shed more light on the issue. To this end, a test-taking anxiety questionnaire (Sarason, 1975) [27] and a general English test were administered to 164 ESP students of Engineering enrolled in a B.A. program to document (a) the degree of their test taking anxiety, (b) the relationship between test-taking anxiety and test performance, and (c) the factor loadings of anxiety based on exploratory factor analysis. The results show that L2 learners' test anxiety is rather low, with most of its components having no significant negative correlation with test performance. The results of exploratory factor analysis reveal the loading of test anxiety trait on the rather overlapping three factors of specific test anxiety, general test anxiety, and test preparation anxiety. However, out of these factors, general test anxiety, due to its functioning at the higher-order affective level, has a significant negative correlation with test performance. By contrast, test preparation anxiety, in view of facilitating test performance, manifests a positive, albeit non-significant, correlation with test performance. The results have two implications: (a) as the correlations and loadings on test anxiety factors proved to be of both negative and positive types, the anxiety questionnaire is not monolithic and hence it is not a proper measure in case the linear relationship between test anxiety and test performance is the focus of the study; and (b) test anxiety does not seem to much influence on test performance at the micro-test-specific level.
Theory and Practice …
Effect of Task Experience on Iranian EFL Learners‟ Level of Anxiety and Performance on Task-based Tests2012 •
College Of Basic Education Researches Journal
An Investigation of Test Anxiety by EFL University Students A Field Study2013 •
With the increasing need to learn languages as a result of globalization there is a great demand on the part of the learners to communicate in a second/foreign language, which is also supported downwards by the governments and upwards by the parents. Among the many aspects of foreign language learning, affective factors are researched a lot as they are dependent on contexts, individual differences, cultural background, teaching methodology etc., which cause a variation in the results. The current research focuses on test anxiety as one of the major affective factors. Thus it aims to identify the level of test anxiety and its relationship with gender, grade level, and academic achievement. Moreover, the causes of test anxiety were investigated according to students' own perceptions. A test anxiety scale and semi-structured interviews were conducted to gather the qualitative and quantitative data. The overall results showed that the participants had a moderate level of test anxiety. Females were found to be more anxious than males only in some aspects; low achievement scores provoked test anxiety with regard to a few items, and 9 th graders were found to be more anxious than the 10 th graders. According to participants' own perceptions, test validity, time limit, teacher attitudes, test techniques, proctors, length of the test, testing environment and clarity of test instructions were the causes of test anxiety.
Anxiety is negatively correlated with performance in learning English as a foreign language. This survey focuses on the high school students. This paper tried to study the effect of anxiety on the English learners in Iran. It is necessary to undertake further investigations to get more information and clarity on the aspects related to anxiety. Thus, this study is aimed at exploring the effect on life syllabus on Iranian EFL learners' anxiety. The finding of the study may provide information for curriculum planners, teachers and learners regarding reducing anxiety in foreign language class. This research also presents a new flash in EFL classroom, and teachers can use life syllabus in their teaching. Also, learners can learn easier, enhance their motivation to get proficiency and reduce their anxiety. This study aims to investigate the correlation between EFL students' language anxiety and the use of life syllabus in English classrooms. This subject is investigated to find out how to best utilize the life syllabus teaching method as a means of reducing language learning anxiety. The reason for selection of Life Syllabus as a new remedy has been two folds: First, revealing the factors that lead to anxiety among learners, then, recommending and developing a program that can reduce anxiety among learners.
Journal of Education and Learning
Analyzing Foreign Language Test Anxiety among High School Students in an EFL Context (Note 1)2016 •
With the increasing need to learn languages as a result of globalization there is a great demand on the part of the learners to communicate in a second/foreign language, which is also supported downwards by the governments and upwards by the parents. Among the many aspects of foreign language learning, affective factors are researched a lot as they are dependent on contexts, individual differences, cultural background, teaching methodology etc., which cause a variation in the results. The current research focuses on test anxiety as one of the major affective factors. Thus it aims to identify the level of test anxiety and its relationship with gender, grade level, and academic achievement. Moreover, the causes of test anxiety were investigated according to students’ own perceptions. A test anxiety scale and semi-structured interviews were conducted to gather the qualitative and quantitative data. The overall results showed that the participants had a moderate level of test anxiety. F...
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