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Logan Hunsicker

I chose a research study that examines multilingual learners understanding of assessments including the format of the assessment. This is known as language assessment literacy. The study focused on how language assessment literacy impacts anxiety and motivation when learning a new language. The results showed that students with higher language assessment literacy were more motivated to learn a new language. The study did not show a direct correlation between language assessment literacy and testing anxiety, but the authors note that test anxiety can significantly impact a learner.

This research study is credible because it comes from a reputable peer-reviewed journal. In addition, the study is from 2024 which is recent and current. Although this study is filled with research, the students selected were university students from China which can make it difficult to draw comparisons to elementary aged students in the United States. This study is a good starter for introducing language assessment literacy and test anxiety, but it does not give practical solutions for test anxiety. Overall, this study is beneficial in understanding how language assessment literacy and test anxiety impact language learning.

I would use this resource because it provides additional information about how assessment practices impact multilingual learners’ motivation and experiences with testing. This study shows that understanding the format of a test has an impact on test anxiety. Although this is true, the study also shows that teaching test formats does not get rid of test anxiety. There are many other factors that can cause test anxiety even if students are familiar with the testing process. I would recommend this resource because it makes educators think about the assessments they give and how academic and emotional factors impact multilingual learners.

References

Weng, F., & Liu X. (2024). Exploring second language students’ language assessment literacy: Impact on test anxiety and motivation. Frontiers in Psychology, 15, 1-11. https://doi.org/10.3389/fpsyg.2024.1289126

This peer reviewed study examines how language assessment literacy impacts test anxiety and motivation when learning another language. Researchers found that increased language assessment literacy relates to increased motivation. On the other hand, researchers did not find a strong correlation between increased language assessment literacy and a significant reduction in test anxiety. Researchers note that many other factors play a role in test anxiety. Overall, this research study provides educators with knowledge about language assessment literacy, test anxiety, and the role they play. Educators can use this information to consider how they use assessments and how to address test anxiety.

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Assessing the Intersectionality of Language Anxiety and Outcomes- KRAUSE

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Assessing the Intersectionality of Language Anxiety and Outcomes- KRAUSE

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Colleen Krause

Summary:

This article examines how language anxiety affects students who are required to take academic exams in English as a second language. The study focuses on how anxiety, language proficiency, and test performance are interconnected for multilingual learners. It explains that students often experience increased stress when they must demonstrate knowledge in a language they are still developing. The research highlights that anxiety during exams can negatively impact students’ ability to recall information and perform successfully. It also emphasizes that linguistic challenges can make assessments more stressful and less reflective of true understanding. The article discusses how factors such as language background and educational context contribute to anxiety levels. Overall, the study shows that testing in a second language can create additional barriers for learners

Evaluation:

This resource is credible because it is a peer-reviewed, open-access academic article published in a scholarly journal. One major strength is that it directly focuses on testing situations, not just general anxiety, making it highly relevant to this assignment. The article also highlights the intersection of language proficiency and assessment, which is critical for understanding MLL experiences. Another strength is that it provides a global perspective, showing how these challenges affect learners in different contexts. Because it is open access, it is easily available to educators and students without restrictions. A limitation is that it focuses on a specific population, so teachers may need to apply the findings to their own classroom settings. However, the concepts are transferable to many MLL contexts. Overall, it is a strong and relevant research-based resource.

Reflection:

I would use this resource to better understand how testing in a second language increases anxiety and impacts student performance. It helps me recognize that multilingual learners may know the content but struggle to demonstrate it due to language barriers. This understanding would influence how I design assessments and provide supports such as scaffolding and language accommodations. I would also use this resource to advocate for more equitable testing practices in my classroom. I would recommend it to other educators because it clearly connects anxiety, language, and assessment outcomes. It is especially useful for teachers working with MLLs in testing environments. The fact that it is free and research-based makes it highly accessible and practical. Overall, this resource supports both academic and emotional needs of learners.

Resource

Dladla, C. (2024). Assessing the intersectionality of language anxiety and outcomes for African learners writing examinations in English. E-Journal of Humanities, Arts and Social Sciences, 5(12), 1–15. https://doi.org/10.38159/ehass.20245121

This article examines how language anxiety impacts multilingual learners who are required to take academic exams in English. The study explains that students often experience increased stress when demonstrating knowledge in a second language, which can negatively affect performance and recall. The author discusses how language proficiency, educational context, and testing conditions contribute to anxiety levels. The findings suggest that language barriers can prevent students from accurately showing what they know on assessments. This is a helpful source for understanding how test anxiety specifically affects multilingual learners and why more supportive and equitable assessment practices are necessary.

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Gabby Durastanti-Test Anxiety among FLL: A Qualatative Study

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Gabby Durastanti-Test Anxiety among FLL: A Qualatative Study

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Summary:

This study examines test anxiety among EFL learners and how it influences their ability to learn and demonstrate English proficiency in academic settings. The results indicate that test anxiety is closely linked to reduced language performance, as students often experience difficulty concentrating, recalling information, and completing assessments effectively. It also shows that anxiety can create a mismatch between what learners actually know and what they are able to show on tests, leading to underestimation of their true abilities. The study identifies both psychological and environmental factors that contribute to anxiety, including fear of failure, parental expectations, lack of study skills, past negative experiences, and low self-confidence. It also highlights that classroom and testing conditions—such as time pressure, unclear instructions, and test format. These stressors not only affect academic performance but also lead to emotional and physical symptoms like stress, fatigue, and loss of confidence. Overall, the research emphasizes that test anxiety is a significant barrier to equitable assessment for multilingual learners and highlights the importance of supportive instructional and testing practices.

Evaluation:

This study is a strong and credible resource for understanding test anxiety in multilingual learners because it uses a qualitative research design that captures students’ real experiences in depth. One major strength is that it includes multiple data collection methods such as interviews, focus groups, and written reflections. The study clearly explains how test anxiety affects both academic performance and emotional well-being, making it highly relevant for educators working with English learners. It also provides explanation of the causes of anxiety, including fear of failure, parental pressure, and low language proficiency, which helps teachers better understand student challenges. One limitation is that the sample size is relatively small and comes from a one university context in Turkey, which may limit how widely the findings can be applied. Despite this limitation, the study is valuable because it offers practical insights into how teachers can reduce anxiety through supportive classroom practices. Overall, it is a useful and informative resource for understanding how test anxiety impacts multilingual learners in language learning environments.

Reflection:

I would use this resource because it provides a clear, research-based explanation of how test anxiety influences multilingual learners’ ability to learn and demonstrate English in academic settings. It is especially valuable because it focuses on students’ lived experiences, helping educators understand what anxiety actually looks and feels like from the learner’s perspective. The study also connects test anxiety to key areas such as language proficiency, motivation, and classroom performance. I would recommend this resource to other educators because it offers practical insight into why some multilingual learners may underperform on assessments even when they understand the material. It also highlights specific causes of anxiety that teachers can address, such as fear of failure, time pressure, and lack of confidence. Additionally, the findings can guide educators in creating more supportive testing environments and using strategies that reduce pressure on students.

References:

Aydın, S., Akkaş, F. D., Türnük, T., Beydilli, A. B., & Saydam, İ. (2020). Test anxiety among foreign language learners: A qualitative study. The Qualitative Report.

This qualitative study examines test anxiety among English as a Foreign Language (EFL) learners in a school setting at a University in Turkey. The authors used focus groups, interviews, and essay writing to explore students’ experiences with anxiety during language testing. Findings indicate that test anxiety significantly affects learners’ performance, motivation, concentration, and self-confidence, often preventing them from demonstrating their true language ability. The study identifies key causes of anxiety, including fear of failure, parental expectations, low language proficiency, past negative experiences, and test conditions such as time pressure and unclear instructions. A major strength of the study is its use of multiple qualitative data sources, which provides a rich and detailed understanding of student experiences. However, the findings may have limited generalizability due to the small, context-specific sample. Overall, this article is a valuable resource for educators because it highlights both the emotional and academic impacts of test anxiety on multilingual learners and emphasizes the importance of supportive assessment practices.

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Examining Test Anxiety and Its Alleviation: Assessing the Efficacy of Gamification in ESL Contexts

Raj, H. D., & Singh, M. S. X. P. (2025, February). Examining test anxiety and its alleviation: Assessing the efficacy of gamification in ESL contexts. Creative Saplings, 4(2), 31-45.

Summary: Students face greater pressure today than in the past, leading to various forms of anxiety. This paper examines test anxiety, which includes emotional responses that affect learners before, during, and after examinations. Causes of test anxiety involve poor test-taking strategies, lack of familiarity with material and formats, limited time, and rigorous assessment. Gamification—the incorporation of game-like features into non-game settings—provides notable psychological advantages, particularly for ESL learners. This study seeks to determine how effective gamification is at lowering test anxiety among ESL students. To measure gamification’s effects, a twelve-item survey on test anxiety was given to 30 first-year undergraduate ESL students. This was followed by a focused group interview that explored gamification’s influence on test-related stress. Results indicate that gamification contributed to decreased anxiety among the participants. In conclusion, the research underscores the value of creative methods, like gamification, for tackling test anxiety in ESL instruction.

Evaluation: This study addresses a relevant educational concern—test anxiety among ESL students—and explores an innovative intervention through gamification, which represents a positive contribution to understanding alternative assessment approaches.. However, the study has limitations that restrict its validity: the extremely small sample size (n=30) limits statistical power and representativeness, there appears to be no control group for comparison. Also there were only 2 females in the study which is a concern. Additionally, the summary doesn't mention important methodological details such as the validity and reliability of the twelve-item survey, the duration of the intervention, or how participants were selected. While the findings suggest promise for gamification in reducing test anxiety, the study would benefit from a larger, more diverse sample, a controlled experimental design, clearer operational definitions of gamification strategies, and more rigorous statistical analysis to strengthen its conclusions and practical applications for ESL educators.

Reflection: I would recommend implementing gamification through low-stakes practice activities like vocabulary quizzes with point systems, digital badges for completing reading assignments, leaderboards for participation rather than accuracy, and collaborative team challenges that build familiarity with test formats in a supportive environment. I'd focus on progress tracking where students can see their improvement over time, use "power-ups" or hints during practice tests, and create simulation games that mirror real test conditions but with immediate feedback and opportunities to retry. However, I recognize significant limitations when it comes to high-stakes standardized testing—I cannot gamify the actual standardized test experience itself, and there's a risk that students might become overly dependent on game elements that won't be present during real assessments. The challenge is ensuring that while gamification reduces anxiety during practice, students also develop the resilience and confidence to perform without these supports when facing traditional, non-gamified standardized tests. I'd need to gradually fade the gamification elements as students approach actual testing periods and focus on building their intrinsic motivation and test-taking strategies that transfer to any assessment environment, regardless of whether game elements are present.

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Gkonou, C. (2020, September 4). How can we help adult learners to manage their test anxiety? Cambridge English. Summary
This resource explains that test anxiety is a real problem for English learners and can affect how well they perform on assessments. The article focuses on adult English learners, but the ideas can also help multilingual learners in other settings. It shows that anxiety may come from pressure, fear of failure, and lack of confidence during testing. The resource also explains that teachers can help by making test tasks more familiar and by giving students support before the test. Another important point is that anxiety can stop learners from showing what they truly know. Overall, this resource connects emotional support with language learning and assessment success. Evaluation
I think this is a useful resource because it is clear, practical, and easy to understand. One strength is that it does not only describe the problem, but also gives ideas teachers can use to help learners manage testing anxiety. It is also helpful because it comes from Cambridge English, which is a strong and trusted source in English language education. Another strength is that it connects testing anxiety to real teaching practice. One weakness is that it is written as a blog article, so it is not as detailed as a research study. Still, it is very helpful for teachers because it gives direct and simple strategies. I think it is a strong resource for anyone working with multilingual learners. Reflection
I would use this resource because it reminds me that multilingual learners need both academic and emotional support during testing. I would also recommend it because it gives practical ideas that teachers can use right away. This resource helped me think about how test anxiety can affect confidence and performance, even when a student has studied. I also like that it encourages teachers to reduce fear by helping students feel more prepared and supported. That is important for multilingual learners because they are often dealing with both language demands and test pressure at the same time. I think this resource would help teachers create a more positive and caring testing environment. For those reasons, I would recommend it to others.

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World of Better Learning | Cambridge University Press & Assessment

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Managing Test Anxiety in Adult English Learners | Cambridge English

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Christina Gkonou explores test anxiety in adult learners and provides 3 top tips on how teachers can help students to manage their test anxiety.

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Khan, A. (2025). The impact of a multilingual classroom environment on language anxiety among ESL students at Bahauddin Zakariya University. Contemporary Journal of Social Sciences Review, 3(1). https://contemporaryjournal.com/index.php/14/article/view/853/720 

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The impact of a multilingual classroom environment on language anxiety among ESL student at Bahauddin Zakariya University-Perry

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The impact of a multilingual classroom environment on language anxiety among ESL student at Bahauddin Zakariya University-Perry

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Shannon Perry

Summary:

This article examines the influence of a multilingual classroom environment on language anxiety experienced by ESL students at Bahauddin Zakariya University (BZU) in Multan.  The study explains how linguistic diversity affects students' emotional and communicative experiences through the lenses of Second Language Acquisition (SLA) theories, notably Horwitz's (1986) model of foreign language anxiety and Krashen's (1985) affective filter hypothesis. A quantitative study involving 80 ESL participants utilized a modified version of the Foreign Language Classroom Anxiety Scale (FLCAS) to assess anxiety levels. The study indicated that over 70% of participants experienced significant language anxiety, primarily stemming from concerns about pronunciation, a lack of confidence when engaging with peers from diverse linguistic backgrounds, and fear of poor academic performance. The study shows the potential to reduce anxiety through friendly teaching strategies, fostering group interaction, and allowing the use of native languages.

Evaluation

The resource is credible and valuable for its approaches to current issues faced by ESL learners in multilingual contexts. The author demonstrated strong research, using a questionnaire to assess the reliability of the findings. However, a limitation of the study is the relatively small group. Despite this, the paper effectively highlights the strong connection between linguistic diversity and emotional responses. I would recommend because the research offers practical strategies for educators by suggesting inclusive and supportive teaching practices that can alleviate anxiety in multilingual settings.

Reflection

I would use this resource for its analysis of language anxiety in multilingual classrooms. In my own classroom, I would use it in the context of Social Studies, which is a critical area of study for improving ESL education. The strategies proposed, such as encouraging the use of translanguaging and promoting collaborative learning, are useful for educators. I would recommend this article to others interested in teaching students to learn a second language in a pull-out ESL scenario or in a regular education classroom because it not only addresses the anxiety of learning a new language but also offers recommendations to enhance the learning experience for ESL students. The findings can inform teaching practices and help educators create a more inclusive and supportive classroom atmosphere.

Resource:

Khan, A. (2025). The impact of a multilingual classroom environment on language anxiety among ESL students at Bahauddin Zakariya University. Contemporary Journal of Social Sciences Review, 3(1). Retrieved from https://contemporaryjournal.com/index.php/14/article/view/853/720

This article looks at how being in a classroom with multiple languages affects ESL students’ anxiety. Khan shows that a multilingual setting can feel overwhelming for some students, especially if they already lack confidence in their language skills. At the same time, the study points out that when teachers create a supportive environment and encourage collaboration, that same setting can actually help reduce anxiety. One of the key takeaways is that students are more comfortable taking risks when they feel supported by both their teacher and peers. I can use this source to support the importance of building a safe, inclusive space for multilingual learners so anxiety doesn’t get in the way of what they know.

References:

Horwitz, E. K., &  Young, D. J. (1991). Language Anxiety: From Theory and Research to Classroom Implications.

Krashen, S. D. (1982). Principles and practice in second language acquisition. CUP. UK

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Mariah Gow: The Realities of Foreign Language Anxiety

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Mariah Gow: The Realities of Foreign Language Anxiety

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Summary:

This article takes the time to examine/talk about the different ways that foreign language anxiety can present itself in international students attending universities. The article focuses on the three different forms that foreign language anxiety often takes, the role we have as educators in this topic, why this isn't just a problem/challenge for these students, and how we can help and support these students to move forward. They take the time to explain in this article that we need to start looking at foreign language anxiety as more than a minor issue as it is very important to these students. The consequences can be severe for them because this anxiety can lead to missed classes, low grades, delayed assignments, and it could ultimately result in them returning home without their anticipated degree. What I found most interesting/important from this article is that it took the time to talk about other forms of anxiety for these students such as fear of negative evaluation, communication apprehension, and test anxiety which has been the bulk of our module for our assignments this week. All three different forms of anxiety that these students face work collectively together to try and block the learning of these students and it can be detrimental to the learning/success of these students.

Evaluation:

I initially had to do some research on my chosen website/resource because I have never heard/used this resource before. I knew I wanted my research on this website to come back as positive because I really like the information in this article, and it seemed very relevant and had great information when it comes to test anxiety in multilingual students/learners. I was very pleased after my research to find that this is a credible resource and "ThePie" is known to be "A trusted, leading voice in the international education sector, connecting the professionals, institutions, and businesses that support hundreds of thousands of people who choose to study with an international provider each year". They also hold local events and conferences to help people stay informed across higher-education learning, online learning, and K-12 short-term study abroad sectors. These articles are open-access, and articles are published daily by professional journalists from all around the world. One major strength is that I really like how the article I chose directly talks about test anxiety which is very relevant to this assignment/module that we are learning for this week. I also really like how it takes the time to talk about what we can do as educators/faculty members to help these students facing these different forms of learning anxiety on top of focusing on how it affects the students as well. One limitation is that this article focuses on specifically international students attending a university, so educators may have to do further research to find how these forms of anxiety pertain to their specific population of students as it may differ/present itself in different ways/forms depending on your own classroom setting. Overall, I really enjoyed using this resource for this project and see myself continuing to use articles from this website to further my research.

Reflection:

I would use this resource because it provides clear, research-based information on how different forms of anxiety (including test anxiety) can present itself in the learning of international students. It is a very valuable resource because it takes the time to break different ideas down such as the different forms of anxiety these students can go through, how it affects these students, why this issue doesn't just involve the students but us as educators as well, and what we can do to move forward and help these students succeed. I would recommend this resource to other educators because it offers very informational insight as to what types of anxiety can be present for international/multilingual learners. It also gives insight to educators on how to help these students move forward and support them in their learning experience to help them gain the most out of their academic experience. The information in this article can help educators create an classroom environment that can help our multilingual students with testing anxiety and the other forms of anxiety that they may go through. This article presented itself in a very clear way that was also free to access, so I would highly recommend it to other educators.

Resource

Szymanska, K. (2025, September 5). When English feels like a test you didn’t study for: The Realities of Foreign Language Anxiety. The PIE News. https://thepienews.com/when-english-feels-like-a-test-you-didnt-study-for-the-realities-of-foreign-language-anxiety/

This article examines how different forms of anxiety including testing anxiety can impact international/multilingual learners who attend universities. This article takes the time to explain the three different forms of anxiety that have been studied/found including fear of negative evaluation, communication apprehension, and testing anxiety. It takes the time to talk about how these different types of anxiety can present itself in these students, and how it can block the learning and success of these students as well. The article suggests that we as educators need to be cautious of our approach during teaching in order to not provoke the anxiety that our students may be facing. We can move forward and support our students as educators by reducing unnecessary barriers for these students such as practicing communication in low anxiety-provoking settings, being intentional about our communication with our students, offering lots of encouragement, and ensuring the resources we use are culturally responsive and accessible to our students. Overall, this resource is a very valuable article for educators as it helps them become aware of the different forms of foreign language anxiety that can be presented in their students, but also provides ways to help these students move forward and make our classrooms a safe place for these students when this anxiety may present itself.

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When English feels like a test you didn’t study for: the realities of foreign language anxiety

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Foreign language anxiety is the hidden hurdle holding back international students – and universities must do more to help them overcome it, says Konstancja Szymanska.

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Summary

Canzius’ (2020) thesis investigated whether the testing effect would benefit foreign language learners with high anxiety or whether anxiety would prevent them from benefiting from this learning strategy in learning new vocabulary. The study showed that the testing effect, repeated low-stakes testing, significantly reduced state anxiety over time. This challenges the common assumption that testing increases anxiety. It demonstrates that frequent, low-stakes repeated testing with immediate feedback can reduce anxiety and can be used as an intervention. The results showed improved recall and reduced anxiety over time.

Evaluation

This is a strong research-based resource that examines the relationship between testing practices and multilingual learners' experience of foreign language anxiety. The study was designed to compare language learners with high levels of anxiety in retrieval based learning, also known as the testing effect in learning vocabulary. Its validity is established by integrating tools such as the Foreign Language Classroom Anxiety Scale (FLCAS) and provides valuable insight into how assessment design can impact a language learner’s academic performance and their emotional experience. One limitation of the study is the small sample size of sixteen students. While this limits the generalizability of the findings, it still offers meaningful implications for educators working with multilingual learners and opens an invitation to explore and adapt within their classroom contexts.

Reflection

I would use this resource because it has challenged my prior belief that testing mostly increases anxiety for multilingual learners. Through reading this study, I see how the way assessments are designed and used has a greater impact on anxiety than testing itself. My key takeaways are 1) Keep assessments low-stakes to remove anxiety inducing pressure. 2) Normalizing testing, or assessment for learning and not for evaluation 3) Use consistent formats so MLs know what to expect and grow in confidence and 4) Provide immediate corrective feedback without penalizing mistakes. This resource encouraged me to reflect on my own assessment practices and motivates me to try these strategies to better meet the academic and emotional needs of my multilingual learners.

Canzius, P. (2020). Merde, merde, merde: The testing effect, foreign language anxiety, and their impact on foreign language learning (Senior thesis, Scripps College). Scholarship @ Claremont.

https://scholarship.claremont.edu/scripps_theses/1599/

This thesis examines how repeated testing benefits high-anxiety foreign language learners. It finds that repeated testing improves recall for high-anxiety students but provides no benefit to low-anxiety students. The suggestion is frequent, low-stakes testing effects with immediate feedback.

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Module 9-Testing Anxiety Resource-Carol Shank

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Module 9-Testing Anxiety Resource-Carol Shank

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Summary:
This resource highlights how anxiety can significantly affect students’ ability to learn, particularly for language learners. It explains that anxious students often show hidden signs such as boredom, being speedy, or unprepared, which teachers might misinterpret. The text emphasizes the dangers of being “different” in today’s culture and how this adds to students’ fears within classrooms. Physical signs of anxiety, like fidgeting, frequent bathroom requests, or avoiding school, can also appear. The resource offers practical ways teachers can reduce anxiety, such as using calm tones, descriptive feedback instead of judgmental phrases, and minimizing constant questioning. Creating predictable routines, less busy classrooms, and building safety through consistent communication all support language learners. Lastly, it reminds educators to give students time to think and to consider posture, proximity, and gestures in interactions.

Evaluation:
This resource is highly valuable because it combines both insight into student behavior and specific teaching strategies to address anxiety. It recognizes the emotional and social dimensions of learning, particularly for students acquiring a new language. The inclusion of practical classroom adjustments, like reducing questions or describing instead of judging, makes it directly applicable for educators. It also reflects a deep understanding of trauma-informed and culturally responsive teaching. It bridges theory with practice in a way that’s accessible to teachers. The suggestions also align well with current best practices for creating inclusive, low-anxiety learning environments.

Reflection:
I would use this resource because it serves as an essential reminder that emotional safety is foundational to learning, especially for language learners. It helps shift the focus from academic performance to human connection, highlighting how subtle teacher behaviors can either reduce or heighten anxiety. I would recommend it to colleagues because it offers realistic classroom strategies that don’t require major curriculum changes but can make a major difference in student comfort and participation. The examples provided, like using descriptive feedback or managing tone, are things teachers can implement immediately. Additionally, it encourages reflection on cultural and emotional barriers faced by students who are learning English. This resource supports a compassionate, equitable approach to education that fosters both confidence and learning success.

Resources

Edutopia. (2019, October 16). Reducing student anxiety in the classroom.

YouTube. https://youtu.be/GRPVq7OiUc8

This resource is highly valuable because it combines insight into student behavior with specific teaching strategies to address anxiety. It recognizes the emotional and social dimensions of learning, particularly for students acquiring a new language. The inclusion of practical classroom adjustments, such as reducing the number of direct questions or describing student performance instead of judging it, makes the content directly applicable for educators. Additionally, the source reflects a strong understanding of trauma-informed and culturally responsive teaching practices. It effectively bridges theory with classroom application in a way that is accessible and useful for teachers. The strategies presented align with current best practices for fostering inclusive, low-anxiety learning environments.

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The First Step: Strategies for Lowering Anxiety in English Language Learners with Sarah Creider

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Andrea Hertlein - Strategies to Mitigate EFL Test Anxiety

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Andrea Hertlein - Strategies to Mitigate EFL Test Anxiety

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Strategies to Mitigate EFL Test Anxiety

Summary

This study was done to identify effective strategies and interventions to reduce test anxiety in EFL classrooms and provide recommendations for language teachers to implement anxiety-reducing techniques. EFL stands for English as a Foreign Language. The researchers conducted their study at Taibah University with 125 male and female EFL students. The students’ test anxiety levels were measured using the Foreign Language Classroom Anxiety Scale (FLCAS). 25 of the students were also interviewed to gain a deeper insight into their experiences and perspectives. In addition to the surveys and interviews, the researchers also conducted literature review on test anxiety among English Language Learners. During the study, the researchers defined what test anxiety is, the significance of test anxiety in EFL, and the effects of test anxiety on EFL Learners’ cognitive function. The researchers discovered that test anxiety can have major negative influence on students’ performance and overall language learning. With this anxiety and nervousness, students may find it more difficult to process and retrieve information and therefore increase output errors. They also found that test anxiety is caused by various factors including personal characteristics, evaluative outcomes and consequences, and emphasis on meeting social expectations. As a result of the literature review, student surveys and interviews, several recommendations were made to help reduce test anxiety. These included fostering a supportive classroom environment, implementing relaxations techniques, leveraging technology and gamification, promoting social support and collaborative learning, tailoring interventions-based individuals’ needs, and integrating strategies into curriculum and teacher training.

Evaluation

I found this resource to be very valuable and contain research-based strategies to help with test anxiety among English Language Learners. Although this study was conducted with university level students, the recommendations provided as a conclusion to the study could be used at any of the grade levels Kindergarten to Higher Education. I appreciated the way the research study was written in a clear and concise manner. The study explicitly explains how and why students learning English may face a greater pressure to do well not only in the academic sense but also on their cognitive function and emotional well-being.

Reflection

I would use this resource to further understand how English Language Learners feel about taking assessments and how I can help them before and during the assessments. This resource provides six clear recommendations that language teachers can implement right away in the classroom. Each recommendation has details on how to address and decrease test anxiety in multilingual learners. Such suggestions that would be simple to implement would be emphasizing a growth mindset, providing constructive feedback while practicing for the assessment, teaching relaxation techniques, using gamification online platforms, and tailoring the interventions to the individual.

Resource - Abd Elwahab Abd Elmajidha, W., 2025. Strategies to Mitigate EFL Test Anxiety. Forum for Linguistic Studies. 7(2): 528–544. https://journals.bilpubgroup.com/index.php/fls/article/view/8147/5899.

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Return to Article Details Strategies to Mitigate EFL Test Anxiety

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Jennifer Ring

Summary: This article is about a research study that was done to show how foreign language anxiety (FLA) influences classroom participation among ESL students in a Philippine university. The anxieties that were focused on in this study were communication apprehension, fear of negative evaluation, and test anxiety. The study explains that many students are afraid and nervous to speak English because they are scared to make mistakes or be judged by their peers and teachers. The anxiety they are experiencing might make it harder for them to participate and answer questions and in class even if they understand the material. Teachers can also either increase or decrease the amount of anxiety caused by assessments. Supportive and nurturing teachers who provide positive feedback and a safe learning environment can help the students feel more comfortable and improves their skills. Teachers who negatively critique, are less supportive, and careless can make the student's anxiety worse.

Evaluation: This research study is a credible peer-reviewed academic journal that has been published in the "International Journal of Multidisciplinary: Applied Business and Education Research" and has had a review process to ensure quality and accuracy. This study followed a research-based approach by collecting data from ESL students, analyzed their experience with anxiety, and connected those results to actual classroom performance. The article was published in 2024 which means that it reflects up-to-date research on ESL learning and anxiety. However, this article focuses more on general classroom anxiety rather than tests, but the same ideas still apply. It was also conducted with college students, yet the solutions would still apply to students in any grade level.

Reflection: I would use this resource because it provides ways in which students in any grade level can reduce their anxiety in the classroom. Creating a calm and supportive classroom environment, providing positive feedback, and helping to build their confidence are some examples to lower anxiety. I would recommend this article to others because it focuses on a major classroom issue. And it's important to understand that student anxiety doesn't just affect one specific age group. This study offered practical real-world insight and uses actual data.

References:

Empuerto, C. J. I., Luces, A. M. D., Hernandez, A. B. Y., Montero, I. G., Palmon, H. L. F., & Orbista, J. R. (2025). From fear to fluency: How anxiety influences ESL students’ classroom performance. International Journal of Multidisciplinary: Applied Business and Education Research, 6(9), 4285–4295. https://doi.org/10.11594/ijmaber.06.09.04

This study examines how FLA affects ESL students' participation and performance in the classroom. Researchers found that higher anxiety lead to lower participation and communication in English. The study also highlights key factors that were contributing to anxiety such as fear of negative evaluation and communication apprehension. Overall, it results suggests that supportive, low-stress classroom environments can help reduce anxiety and improve student performance.

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From Fear to Fluency: How Anxiety Influences ESL Students’ Classroom Performance | International Journal of Multidisciplinary: Applied Business and Education Research

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This quantitative study examined how foreign language anxiety influenced classroom participation among English as a Second Language (ESL) students at Aklan State University, Banga Campus. Utilizing the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz, Horwitz, and Cope (1986), the research investigated four primary components of anxiety: communication apprehension, test anxiety, fear of negative evaluation, and anxiety about comprehension. A total of 43 first- and second-year BSEd English students participated in the study. Data were collected through standardized Likert-scale questionnaires and participation checklists, and analyzed using SPSS Version 16 to determine correlations between anxiety levels and student engagement. Findings revealed that most participants experienced moderate to high levels of anxiety, with classroom participation and fear of negative evaluation being the most significant factors affecting their participation. A statistically significant inverse relationship was found between anxiety and student participation—higher anxiety levels were associated with reduced classroom engagement. Communication apprehension and fear of negative evaluation emerged as the strongest predictors of avoidance behaviors, such as reluctance to speak in class or volunteer responses. Although comprehension-related anxiety was less prominent, it still contributed to overall emotional discomfort. The study concluded that psychological barriers—rather than linguistic ability alone—played a central role in limiting student participation in ESL classrooms. The results underscored the need for emotionally supportive teaching strategies and classroom environments that minimize anxiety and encourage active participation. These findings offer critical implications for educators, administrators, and researchers aiming to enhance ESL instruction and reduce affective obstacles to language acquisition.