This bachelor thesis is about foreign language test anxiety in EFL learners. Furthermore, this thesis deals with two main questions. The first question is in which way the test anxiety affects the language skills of reading, listening, writing and speaking comprehension. The second question focusses on the factors that impact language test anxiety in oral production.
In order to be able to answer these two questions, I will write about the theoretical background in the first part of my bachelor thesis. First, I will introduce second language acquisition in general, followed by a general definition of anxiety. According to the definition, different types of anxiety are represented. After explaining different types of anxiety, I will explain the topic foreign language anxiety specifically.
This is followed by an introduction to the topic of foreign language test anxiety. After the theoretical background has been presented, I will discuss various existing studies to answer the two main questions. For this purpose, I will deal separately with reading, listening, writing and oral production regarding the first question. In the second question, I will then focus specifically on factors that can have an impact on test anxiety. At the end, the results are discussed and concluded.
At a glance
- Grade: 2.0 (1.0 is the best grade)
- Google Scholar, ResearchGate, ERIC Resources, and ELT Journal were used to search the literature
- The review examines test anxiety across writing, reading, listening, and oral production
- 74 sources in the bibliography
Table of Contents
1. Introduction
2. Theoretical background
2.1 Second Language Acquisition
2.3 Anxiety
2.3.1 Types of Anxiety
2.4 Foreign Language Anxiety
2.5 Foreign Language Test Anxiety
3. Methodology
3.1 Research Questions
3.2 Search Methods
3.3 How does Language Test Anxiety affect the following Language Skills of Writing, Reading, Listening and Oral Production?
3.3.1 Writing Production
3.3.2 Reading Production
3.3.3 Listening Production
3.3.4 Oral Production
3.4 What Factors impact Language Test Anxiety in Oral Production?
3.4.1 Personal Factors
3.4.2 Environmental Factors
3.4.3 Test Factors
4. Discussion
5. Conclusion
Purpose and Themes
This thesis reviews literature and studies on foreign language test anxiety among EFL learners. It asks how test anxiety affects writing, reading, listening, and oral production, and which factors influence test anxiety in oral production.
- Second language acquisition and anxiety concepts
- Foreign language anxiety and foreign language test anxiety
- Effects of test anxiety on writing and reading
- Effects of test anxiety on listening and oral production
- Personal, environmental, and test-related influences on oral test anxiety
- Literature searches using four online search engines and 22 sources
Excerpt from the Book
Personal Factors
The first aspect of personal factors is the age because test anxiety in students can be influenced by age (Aydin et al., 2006: 152-153). Aydin et al. (ibid.) found that younger students were more afraid of a test than older students. This is because the older students can show more self-awareness, which allows them to deal with the situation better than the younger ones (Aydin et al., 2006: 153). Another point is that the younger students are more likely to convince themselves that they will fail the test (ibid.). Another study, on the other hand, shows that even older age can affect test anxiety, as older students are more concerned about their performance during the test (Aydin et al., 2021: 47). However, it has also happened that there is no link between age and test anxiety in studies (Nemati, 2012:101).
The second aspect of the personal factors is the gender. It is suspected that the gender plays a role in relation to test anxiety, as females are more likely to have test anxiety than males (Cakici, 2016: 193, Rezazadeh & Tavakoli, 2009: 71). Aydin (2013: 68) carried out a study in which the gender is related to test anxiety in that males are better able to deal with test anxiety and the associated pressure than females. This is because women are more likely to have problems with their confidence than men (Aydin et al., 2006: 153). This can be justified by the fact that males are more likely to believe in themselves and their ability to speak (Ramos, 2017: 41). Another aspect of why gender has an influence on test anxiety is that females put themselves under more pressure than males, as they learn even more if they fail a test (Aydin et al., 2006: 153). Some of these aspects can also be found in the study by Aydin et al. (2021: 47). The pressure to which females are more likely to expose themselves than males arise from the fact that they absolutely want to give a good performance and not to fail again. (Cakici, 2016: 195).
Chapter Summaries
1. Introduction: The thesis introduces the importance of English learning and the possibility that tests cause anxiety and impair student performance. It presents two research questions on language-skill effects and factors influencing oral test anxiety.
2. Theoretical background: This chapter introduces second language acquisition, anxiety and its types, foreign language anxiety, and foreign language test anxiety. It explains how anxiety may arise and affect language learning and performance.
3. Methodology: The thesis conducts a literature review based on searches in four online search engines, identifying 22 sources published from 1986 to 2021. It examines test anxiety in writing, reading, listening, and oral production, then organizes oral-production factors into personal, environmental, and test-related groups.
4. Discussion: The discussion compares literature-review findings across the four language skills and considers personal, environmental, and test factors associated with oral test anxiety. It notes that the reviewed studies do not always agree on the influence of age and gender.
5. Conclusion: The conclusion summarizes the review’s account of test anxiety among EFL learners and its potential influence on language skills and learning. It points to further research possibilities.
Keywords
foreign language test anxiety, EFL learners, foreign language anxiety, test anxiety, writing production, reading production, listening production, oral production, second language acquisition, self-confidence, proficiency, personal factors, environmental factors, test factors
Frequently Asked Questions
What is this thesis about?
It reviews research on foreign language test anxiety among learners of English as a foreign language and its relationship to language skills and oral-test factors.
Which main topics does it cover?
It covers second language acquisition, anxiety, foreign language anxiety, test anxiety, four language skills, and factors that may influence oral test anxiety.
What are the research questions?
It asks how language test anxiety affects writing, reading, listening, and oral production, and what factors affect language test anxiety in oral production.
What method does the thesis use?
It is a literature review. The author searched four online literature search engines and identified 22 sources published between 1986 and 2021.
What does the main part examine?
It reviews studies on test anxiety and writing, reading, listening, and oral production, followed by personal, environmental, and test-related factors associated with oral production.
Which keywords characterize the work?
Key terms include foreign language test anxiety, EFL learners, language skills, oral production, self-confidence, proficiency, and environmental factors.
Which search resources did the author use?
The thesis names Google schoolar, Researchgate, ERIC resources, and ELT journal as the four online search engines used.
What personal factors does the review discuss?
It discusses age, gender, self-confidence, English proficiency, individual learning process, and students’ achievement level.
What test-related factors are considered?
The review considers time limits, test type and difficulty, test content, the environment before the test, teachers or examiners, and preparation.
- Quote paper
- Leonie Leppich (Author), 2022, Foreign Language Test Anxiety in EFL Learners. How Does It Affect the Language Skills of Writing, Reading, Listening and Oral Production?, Munich, GRIN Verlag, https://www.grin.com/document/1313397
