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.
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
Research Objectives and Topics
This bachelor thesis investigates the phenomenon of foreign language test anxiety among EFL learners, specifically focusing on how this anxiety impacts various language performance areas and identifying the contributing underlying factors. The work aims to provide a comprehensive analysis of the existing literature to clarify the relationship between anxiety, language proficiency, and testing environments.
- Effects of test anxiety on writing, reading, listening, and oral production skills.
- Identification of personal factors, such as age, gender, and self-confidence, influencing test anxiety.
- Analysis of environmental factors including family support and school background.
- Evaluation of test-specific factors like time pressure, test difficulty, and teacher influence in oral assessments.
Excerpt from the Book
3.3.1 Writing Production
Test anxiety can influence the writing production of EFL learners (Aydin, Denkci Akkas, Bastürk Beydilli, Saydam & Türnük, 2021: 45). This is possible because the students' test anxiety can for example interfere with learning vocabulary (ibid). Furthermore, test anxiety can also have a negative impact on students' writing production in terms of learning grammar (ibid.). Furthermore, students with test anxiety and high proficiency have more difficulties in their writing production than those students who have a lower proficiency (ibid.: 50).
But test anxiety can also have a positive influence on the writing scores (Akhrib & Nedjai, 2021: 298). Both found that a “little amount of Test Anxiety (TA) promotes EFL young learners’ writing scores” (ibid.). This means that a certain amount of test anxiety can be beneficial for students, as it positively affects students' performance in writing (ibid.).
Chapter Summary
1. Introduction: Outlines the importance of English language learning, introduces the prevalence of test anxiety in school settings, and defines the two primary research questions regarding language skills and influencing factors.
2. Theoretical background: Explores fundamental concepts of Second Language Acquisition, defines anxiety and its various types, and details the specific context of foreign language anxiety and test anxiety.
3. Methodology: Describes the literature-based research approach utilizing four online databases to identify 22 relevant academic sources focused on test anxiety in relation to various language skills.
4. Discussion: Synthesizes the literature findings, confirming that test anxiety impacts all four language skills while highlighting the diverse personal, environmental, and test-specific factors involved.
5. Conclusion: Summarizes that test anxiety is a significant issue for many EFL learners, exerting both negative and occasionally positive influences on student performance across different areas of language production.
Keywords
Foreign Language Test Anxiety, EFL Learners, Second Language Acquisition, Speaking Anxiety, Reading Anxiety, Writing Anxiety, Listening Anxiety, Test Performance, Language Proficiency, Student Anxiety, Evaluative Situations, Personal Factors, Environmental Factors, Academic Achievement, Classroom Learning.
Frequently Asked Questions
What is the primary focus of this bachelor thesis?
The thesis investigates foreign language test anxiety among EFL learners, exploring how it affects specific language skills and identifying the various factors that influence this condition.
What are the central thematic fields covered?
The work focuses on the relationship between anxiety and language skills (writing, reading, listening, and oral production) alongside an analysis of personal, environmental, and test-specific factors.
What is the core research question?
The thesis explores two main questions: how language test anxiety impacts reading, writing, listening, and oral production, and which factors contribute to test anxiety specifically in oral production.
Which scientific method is employed?
The research is conducted as a literature review, analyzing 22 different academic sources published between 1986 and 2021 found via academic search engines.
What does the main body focus on?
The main body systematically reviews the theoretical background of language acquisition and anxiety, followed by an evidence-based analysis of how test anxiety affects specific skills and the variables that aggravate it.
Which keywords best characterize this work?
Key terms include Foreign Language Test Anxiety, EFL Learners, Language Proficiency, Speaking Anxiety, and Evaluative Situations.
Does this thesis argue that test anxiety is always negative?
No, the research highlights that while test anxiety is often detrimental, some studies suggest that a small amount of anxiety can act as an incentive and positively influence performance.
How does the teacher influence test anxiety during oral assessments?
The research finds that uncertainty regarding the examiner, lack of familiarity with the teacher, and negative reactions or inattention from the examiner can significantly increase student stress during oral tests.
- Citation du texte
- Leonie Leppich (Auteur), 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
