Predicting English Test Anxiety: How Memorization and Critical Thinking Function?

Abstract

Understanding how foreign language anxiety develops has become very important because of its influences on language learning and performance. The current study examines the levels of Omani students’ English language test anxiety and how these levels are influenced by the use of two learning strategies, memorization and critical thinking. The sample consisted of (250) students from different Omani school grades. The participants responded to three questionnaires relating to test anxiety, memorization, and critical thinking. The findings showed that these Omani school students use both learning strategies and experience slightly low levels of test anxiety. The regression model consisting of the two learning strategies explains 20% of variance in students’ test anxiety. As the students increased their use of these two learning strategies, their test anxiety decreased, and critical thinking was found more influential in decreasing students’ feeling of test anxiety. Implications of the findings to language teaching and learning are discussed.