High school students' experience with anxiety towards Arabic quizzes and exams

Abstract

Arabic language study is becoming more popular in US schools. Any foreign language study may cause foreign language anxiety, which has many detrimental effects on student learners. In particular, Arabic presents challenges to learners; they believe it is more difficult than other languages because of its unique phonemes as well as its non-Roman writing system and complex grammar. The research reveals that both speaking and taking oral tests are a source of apprehension in Arabic language classrooms. Test anxiety or studying for exams can emotionally impact Arabic students' performance. The intent of this IPA study was to hear the voices of high school students enrolled in Arabic language classes who have experienced anxiety prior to and after taking Arabic language quizzes and exams. The students were largely subject to test anxiety brought about by their desire to earn admission to a "good" college and/ or to please their parents. The interpersonal relationships the participants developed with parents, classmates, and even teachers proved to be important to their overall sense of developmental success. Moreover, most of the participants referred to positive and negative human interactions or relationships that eventually helped some to move forward and some to feel disappointed with themselves. One main conclusion: Teachers in general can use anxiety as a motivational factor to help students overcome their anxiety, and to assist them in handling their relationships, careers, and themselves in an effective way that enables them to succeed not only in school, but in work and civic life. Keywords: Arabic language, foreign language, anxiety, students, high school, quizzes, exams, academic learning, educational, social, emotional, interpersonal relationships, social integration, classrooms, curriculum, faculty, peers, culture of affluence, background, heritage, ethnicity, interpretative phenomenological analysis (IPA)