Test Anxiety and Foreign Language Reading Anxiety in a Reading-Proficiency Test

Tsai Tsai

doi:10.3844/jssp.2012.95.103

Abstract

Problem statement: The impact of foreign-language anxiety has been researched with respect to the reading domain; however, how it affects reading proficiency in relation to test anxiety in a test situation is yet to be explored. Approach: This study investigated possible relationships between test anxiety, foreign language reading anxiety and English reading proficiency by using scales published in previous studies. A total of 302 EFL college freshmen enrolled in Freshman English were assessed with the Test Anxiety Scale, the Foreign Language Reading Anxiety Scale and a reading-proficiency test. Data were analyzed by means of Pearson’s product-moment correlations and independent-samples t-tests. Results: Several findings were reported. First, English reading proficiency was found negatively related to test anxiety and foreign language reading anxiety. Second, test anxiety was found correlated positively with foreign language reading anxiety. Third, the reading-proficiency difference between Low Anxiety Testees and High Anxiety Testees did not reach a significance level. Fourth, the reading-proficiency difference between Low Anxiety Readers and High Anxiety Readers did not reach a significance level, either. Conclusion/Recommendations: It was possible that the sample sizes may not be enough to make the reading-proficiency difference between LAT and HAT or between LAR and HAR reach a significance level. In addition, the reading-proficiency test in the form of multiple-choice questions could not have differentiated low anxiety participants from high anxiety ones. In the future, the number of participants should be increased to increase the power of the statistical procedure. In addition, various reading-proficiency assessments should be considered.

Highlights

In the past decades, affective factors were reported to impact language-learning processes and achievement (Larsen-Freeman and Long, 1999)
Given that anxiety takes place in a context-dependent manner, L2 research has yet to take into account test anxiety-anxiety with respect to a test (Cassady and Johnson, 2002; Zeidner, 1998)-along with Foreign Language Reading Anxiety (FLRA) altogether
To compensate for the gap in the literature, this study investigated the relationship between test anxiety, FLRA and reading proficiency in a test situation

Summary

Introduction

Affective factors were reported to impact language-learning processes and achievement (Larsen-Freeman and Long, 1999). Anxiety is described to be consciously perceived disorder, i.e., tension, apprehension, inadequacy, nervousness, insecurity and self-doubt (Spielberger and Gorsuch, 1983). It is considered a factor influencing second language (L2) learning (Steffensen et al, 1999; Pawanchik et al, 2010) and predictor of L2 performance (MacIntyre and Gardner, 1991; Saito and Samimy, 1996). A body of L2 research have been conducted, focusing on Foreign Language Reading Anxiety (FLRA) concerned with any of the four language skills (Young, 1998). To compensate for the gap in the literature, this study investigated the relationship between test anxiety, FLRA and reading proficiency in a test situation

Objectives

Methods

Results

Conclusion