The effect of test-anxiety

on EFL entrants’ written

performance at ESI

Students:
• Maria Prego García
• Andrea C. Levio

Subject:
• Seminario Rotativo de
Investigacion

Teacher:
• Ma. Palmira Massi
 Escuela Superior de Idiomas
Universidad del Comahue

ABSTRACT

Anxiety has been thoroughly examined due to its complexity.

There are several factors that can be considered sources of anxiety
and at the same time, this affective variable can influence other
aspects of the acquisition of a second or foreign language. For this
reason, this problem can be tackled from different perspectives.
However, there is shortage of studies on the interdependence
between test-anxiety and students’ written performance that
attempts to examine this correlation. The present project discusses
this relationship from learners’ beliefs to generate an enlightening
account of this issue. Data will be gathered by means of documentary
evidence, Second Language Written Anxiety Inventory (SLWAI)
designed by Cheng (2004), a questionnaire and a post-test interview.

This research study may serve to anticipate that deeply rooted

convictions might affect learners’ predisposition to anxiety. Finally, a
negative correlation between test-anxiety and students’ written
performance may be recognized, thus laying bare the debilitative role
that test-anxiety might play in learners’ written performance.

2
 INTRODUCTION

Anxiety is a common trait to all classrooms in the world which

cannot be defined in a simple and comprehensive fashion since it
involves diverse factors such as self-esteem, competitiveness,
classroom procedures, cultural beliefs, among others.

Even though there isn’t any key factor that generates anxiety,
there has been considerable research which documents the
relationship between anxiety and achievement in the learning of
English as a foreign language. Anxiety has been regarded as one of
the most relevant affective factors that influences second and foreign
language acquisition

Most studies have arrived at the conclusion that anxiety and

achievement are negatively correlated. McIntyre and Gardner (1991)
outline that “language anxiety can interfere with the acquisition,
retention and production of the new language”.

One of the subcategories of this affective element is test-

anxiety which involves a feeling of uneasiness or fear while taking
exams. The majority of the projects have focused on speaking and
listening as anxiety-provoking activities, thus overlooking writing
tasks.

Our research project attempts to establish an interdependence

between test-anxiety and first-year students’ performance in
compositions in exam instances. Besides, it will delve into student’s
beliefs as regards the writing skill.

3
 THEORETICAL BACKGROUND

The issue of anxiety in second language learning has stimulated

particular interest in the field of Language Acquisition and Learning
for its potential impact on L2 learners. Anxiety is a basic human
emotion. As Horwitz states, it is “the subjective feeling of tension,
apprehension, nervousness and worry associated with the arousal of
the autonomic nervous system.” (Horwitz, 1996)

Language anxiety, a subcategory of this affective variable,

refers to the apprehension experienced when a situation requires the
use of a second language at which the individuals are not fully
proficient. It may arise from different sources related to particular
situations that subjects perceive as threatening. Horwitz, Horwitz and
Cope (1986) delineate three main sources of Foreign Language
Anxiety:
• Communication Apprehension
• Test Anxiety
• Fear of negative evaluation
The first one implies that students’ thoughts cannot be
expressed in the target language due to the lack of appropriate
vocabulary to develop those ideas. Apprehension may also be
triggered by the inability to understand the tasks they have to carry
out.
Such feelings of tension are often accompanied by a fear of
negative evaluation which refers to the emotional insecurity students
experience when being exposed to others’ judgments.
In addition to this, frustration and anger may arise due to
language tests since students are challenged to express ideas paying
attention to many grammar points at the same time, while being
under pressure by the limited test period. In this particular case,
students may undergo test-anxiety which is the tendency to become

4
alarmed about the consequences of inadequate performance. As a
result, students may find it difficult to focus on the task at hand.

Young (1991) proposes a list of correlates of language anxiety

which ranges from highly personal to procedural. In this study, only
some of them will be mentioned for the purposes of the project.
As regards personal issues, learners’ self-esteem and
competitiveness may become potential sources of anxiety. The former
refers to a personal judgment of worthiness that is expressed in the
attitudes the individuals hold towards themselves. Anxiety may arise
according to their degree of self-esteem. For instance, students with
low self-esteem tend to worry about others’ evaluations. As regards
competitiveness, language learners tend to compare themselves to
others or to a self-image which they can rarely attain, thus leading to
language anxiety.
Learner’s beliefs about language learning can play a major role
in generating language apprehension in students. According to
Wenden (1999), beliefs are considered to be “a system of related
ideas that are accepted without questioning and tend to be held
tenaciously”. Horwitz (1988) presents various kinds of learners’
beliefs; some of them are unrealistic conceptions that involve
erroneous notions about language learning. For instance, some
students are prone to assume that pronunciation is the most
important aspect of L2 learning while others consider that L2 learning
means learning how to translate. These deeply-rooted ideas can lead
to anxiety especially when they clash with reality.
In relation to procedural correlates of L2 anxiety, the way in
which mistakes are corrected can cause apprehension. In addition to
this, classroom management and teacher-student interaction can be
also considered to be sources of anxiety.

Most discussions of Foreign Language Anxiety have focused on

anxiety produced by speaking and listening activities (Prince, 1991;

5
McIntyre, Noels and Clement, 1997). However, the skill of writing may
also be a source of anxiety. For instance, Tsui (1996) proposed that
learning to write in the foreign language may raise anxiety since it’s
predominantly product-oriented and students are deprived of help
and are under time constraints. As a result, learners suffer from
distress and develop distaste for the writing process.

6
 THE STUDY

Our focus of concern is anxiety, which is a highly important

affective variable that has an influence on second language
acquisition. Even though we tried to avoid entanglement, it was
complicated for us to narrow down the scope of focus of this issue.
For this reason, we decided to have an interview with the
teachers of English I. They voluntarily provided us with some samples
of in-class compositions following their own criteria ranging from high
to low performance. While analyzing those samples we wondered
whether anxiety was one of the factors affecting students’ scores.

Taking these factors as the basis, we will attempt to analyze

students’ scores in written tests as anxiety-generating situations.
Besides we will take into account students’ beliefs towards written
tests to investigate the relationship between them and test-anxiety.

RESEARCH QUESTIONS
• What are students’ beliefs and attitudes towards written tests
(compositions)?
• How does test-anxiety affect written performance on first-year
students at Escuela Superior de Idiomas (ESI) in General Roca,
Argentina?

THE SUBJECTS
In the year 2007, approximately 140 students enrolled for the
subject English I at ESI. They were all entrants who could choose
between the Teaching Training course or the Translator course. They
were all native speakers of Spanish with an average age of 21 and
most of them had studied English as a compulsory subject at high
school. These pupils received 9 hours of formal instruction per week.
In addition to this, they could consult a teacher who gave them
coaching lessons.

7
 At the beginning of the academic year, students were divided
into four groups. However, two groups were mixed up during the
second term since a high number of students had dropped the
subject.

Next year we will conduct this research and we estimate that

approximately 120 learners will enroll for English I since each
academic year the number of students tends to decrease.
In this study only a limited number of students (aprox. 20) will
participate. We consider that these pupils will share similar traits to
those previously depicted. Besides, as English I students will have
different aims (to become either a teacher or a translator) their
attitudes towards the target language will vary. For instance, learners
who will want to become translators will tend to be more concerned
about the meaning of every single word whereas those who aspire to
be teachers will concentrate on the overall meaning of a text.

DESIGN
We will attempt to adopt an analytic-inductive perspective since
we will deal with only one affective variable: anxiety. Once data has
been collected, it will be categorized according to different patterns or
regularities. Besides, we will conduct descriptive-research since we
are concerned with the investigation of one phenomenon without
modifying its development.

DATA COLLECTION PROCEDURE

Three main instruments will be used to gather information:
interviews, questionnaires and documentary evidence. We will ask for
permission to the teachers of English I to carry out all the necessary

8
steps to gather data. Moreover, students’ names will be anonymously
maintained so as to conceal their identities.
In the first place, we will resort to the diagnostic test (Appendix
A) given at the beginning of the academic year by teachers of English
I, to gather information associated with the students’ levels of
proficiency. In-class compositions and the two-term exams (Appendix
B) will be used as another source of documentary evidence.
As a second stage, we will administer a questionnaire (Appendix
C) to some of the participants (10 students), who will be selected at
random. This instrument will allow us to have a glance at the beliefs
students have towards in-class written activities and the writing skill
in general. It will be administered during the first week of the
academic year and it will be composed in Spanish.
After that, students will have to complete a second
questionnaire (Appendix D) based on anxiety related to writing. Thus,
we will get a panorama of students’ perceptions and feelings
associated with the difficulties they have when facing a test. This
instrument will be administered two weeks before carrying out the
first term exam. We will use Cheng’s Second Language Anxiety
Inventory (2004). While doing the questionnaire, a researcher will be
present to clarify doubts.
Finally, researchers will hold an interview (Appendix E) with
each of the participants right after they’ve done their written tests,
since anxiety is at its highest point. Then we will compare students’
results in the tests and the responses they have given during the
interview. In this way, we will attempt to decipher the relationship
between test-anxiety and achievement.
Last but not least, we will try to find traces of the beliefs
learners have towards writing in the responses they have given.

DATA ANALYSIS PROCEDURE

• Diagnostic Tests (Appendix A)

9
 We will resort to the scores obtained in the diagnostic tests
which will be provided by teachers of English I at the beginning of the
academic year. We will implement the marking scheme designed by
the teachers of English I.
We will adopt the following criteria to group the students:
Mark (x/100) Quality of
performance
From 1 to 45 Low
From 46 to 79 Average
From 80 to 100 High

• Compositions (Appendix B)
Compositions will be classified into three categories: high-,
average-, and low-performance on the basis of the criteria followed by
the teachers of English I at ESI. These teachers place an emphasis on
form. Following their standard, we will consider that serious mistakes
are subject-verb agreement, verb tense, verb pattern, possessives,
number-noun agreement, word order and omission of subject.
Besides, students need to comply with the number of lines they have
to write which generally oscillates between 8 and 10.
In a high-level composition we will allow only one serious
mistake. As regards an average composition, we will admit two
serious mistakes and a composition that has more than three
mistakes will be considered of low performance.

• Questionnaire I (Appendix C)
We will carry out a basic statistical analysis to identify students’
attitudes towards L2 writing performance so as to find similarities and
later establish regularities. The information collected will be shown in
a pie chart.

• Questionnaire II (Appendix D)
A basic quantitative analysis will be performed to identify levels
of anxiety. The questionnaires will be analyzed individually. All the
responses will be summed up and the result will be divided into the

10
number of statements (in our case, 16). A high score will represent a
high level of anxiety while a low score will be compatible with a low
degree of anxiety.

Score Level of anxiety

From 1 to 2 Low
From 2.1 to 4 Average
From 4.1 to 5 High

• Post-test Interview (Appendix E)

We will carry out a qualitative analysis which will complement
the questionnaire about anxiety in order to delineate the learners’
levels of anxiety. Later, we will compare each student’s degree of
anxiety with their written results and this will enable us to answer our
second research question. In other words, this will reveal whether
there is a correlation between test-anxiety and written achievement.
Finally, we will juxtapose this interview and the questionnaire on
beliefs to find recurrent patterns about these deeply-rooted views
about L2 writing performance.

ANTICIPATED OUTCOMES
From what we have perceived, we may identify the following
outcomes:
- As regards our first research question, we might find several beliefs
such as:
• Time as a negative variable in test-situations.
• Fear of others’ evaluations, especially teachers’ judgments.
• Writing as a skill that doesn’t seem to present difficulties.
• Writing as only a process that implies translation of Spanish
thoughts into English.
• Writing as a process of summarizing other people’s ideas.
These deeply-rooted ideas may be one of the factors that predisposes
students to writing anxiety.

11
- As regards our second research question, we will probably find a
negative correlation between test-anxiety and learners’ written
scores. For instance, students with high levels of anxiety may be
liable to have low written results. In this sense, we may suggest that
test-anxiety plays a negative role when writing compositions in a test
situation.

12
 CONCLUSION

We have been attracted by this topic since anxiety is a trait

common to all students in the world regardless of their gender, age or
socio-cultural contexts. We consider that this project has been fruitful
since it has helped us to develop critical thinking with respect to test
anxiety and students’ written performance.

As a conclusion, this research project may enable us to become

aware that writing involves as much anxiety as any other skill.
Furthermore, we consider that writing should also be taught in our
mother tongue so as to raise students’ awareness of the underlying
process it requires.

In our opinion, teachers should try to create a low-anxiety

atmosphere in which students can feel free to express their thoughts.
One possible alternative can be to incorporate anxiety-relieving
strategies. For instance, teachers can let students know that there are
relaxation techniques (breathing exercises) that can be done before
doing an exam. They can even simulate a test instance in which they
can use those techniques they have incorporated.

Finally, one further field of research would take into account

teachers’ perceptions of anxiety in test instances since they are the
observers of diverse anxiety-generating situations.

13
 BIBLIOGRAPHY
Cheng, Y.-S. (2004). A measure of second language writing anxiety:
Scale development and preliminary validation. Journal of Second
Language Writing, 13, 313-335.

Cheng, Y.-S., Horwitz, E. K., & Schallert, D. (1999). Language anxiety:

Differentiating writing and speaking components. Language Learning,
49, 417–446.

Dörnyei, Z. (2001). Teaching and researching motivation. London:

Longman

Gardner, R. C. & P. D. MacIntyre. (1993). On the measurement of

affective variables in second language learning. Language Learning,
43, 157-194

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language

classroom anxiety. Modern Language Journal, 70, 125-132.

MacIntyre, P. D. & R. C. Gardner. (1994). The subtle effects of

language anxiety on cognitive processing in the second language.
Language Learning, 44, 283-305.

MacIntyre, P. D. (1999). Language anxiety: A review for the research

for language teachers. In D. J. Young (Ed.), Affect in foreign language
and second language learning: A practical guide to creating a low-
anxiety classroom atmosphere (pp. 24-45). NY: McGraw-Hill.

McIntyre, P. D., & Gardner, R. C. (1989). Anxiety and second language

learning: Toward a theoretical clarification. Language Learning, 39,
251-257.

MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of

language anxiety on cognitive processing in the second language
learning. Language learning, 44, 283-305

Thompson, M. O. (1980). Classroom techniques for reducing writing

anxiety: A study of several cases. Paper presented at the annual
conference on College Composition and Communication, Washington,
D.C. (ERIC Document Reproduction Service No. ED 188 661).

Tsui, A. (1995). Introducing classroom interaction. London: Penguin.

Tsui, A. B. M. (1996). Reticence and anxiety in second language

learning. In K. M. Bailey & D. Nunan (Eds.). Voices from the language
classroom (pp.145-168). Cambridge: Cambridge University Press.

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Young, D. J. (1992). Language anxiety from the foreign language
specialist's perspective: Interviews with Krashen, Omaggio, Hadley,
Terrell, and Rardin. Foreign Language Annals, 25, 157-172.

15
 Appendix C: Cuestionario

Elegí la opción con la que más te identifiques. (Trata de ser sincero al responder ya
que esta información será usada para una futura investigación)

1. Cuando escribo primero pienso en español y luego lo transfiero al inglés. A B

C
Siempre A veces
Nunca
2. Cuando escribo una composición la narro, como si estuviera hablando a un tercero. A
B C
Siempre
A veces Nunca
3. Antes de empezar a escribir hago un esquema con las ideas principales. A
B C
Siempre A veces
Nunca
4. Los esquemas son útiles para organizar lo que uno escribe. A B C
Siempre A veces Nunca
5. El factor tiempo es una presión al momento de escribir en un examen. A B
C
Siempre A veces
Nunca
6. Tengo el vocabulario suficiente para expresar mis ideas. A B C
Siempre A veces Nunca
7. Cuando escribo puedo transmitir todo lo que quiero expresar. A B C
Siempre A veces Nunca
8. Cuando tengo que escribir una composición en clase y con nota no me arriesgo a usar
el vocabulario recientemente aprendido por miedo a cometer errores. A B C
Siempre A veces Nunca
9. Cuando estoy por empezar a escribir una composición en un examen me pongo tan
nervioso que mi mente se pone en blanco. A B C
Siempre A veces Nunca
10. Escribir implica un proceso de creación que tiene estructuras y estilos particulares. A
B C
Sie
mpre A veces Nunca
11. Cuando escribo una composición pienso en lo que mi profesora puede llegar a
comentar. A B C
Si
empre A veces Nunca
12. Cuando tengo que escribir de un tema que no me gusta, o del que no tengo mucho
conocimiento el proceso de escribir se me hace tedioso y complejo. A B C
Siempre A veces Nunca

16
Appendix D: Second Language Writing Anxiety Inventory
(developed by Cheng, 2004)

Read the statements below very carefully. For each statement, among
the choices 1, 2, 3, 4, and 5 circle the most suitable one for you. As the
findings of this test are going to be used in for research, we kindly request
you be honest while answering the questions.

1. I feel my heart pounding when I write English compositions under time

constraint.
1 2 3 4 5
I strongly disagree I disagree I have no strong I agree
I strongly agree
Feelings either way
2. While writing English compositions, I feel worried and uneasy if I know
they will be evaluated.
1 2 3 4 5
I strongly disagree I disagree I have no strong I agree
I strongly agree
Feelings either way
3. I often choose to write down my thoughts in English.
1 2 3 4 5
I strongly disagree I disagree I have no strong I agree
I strongly agree
Feelings either way
4. I usually do my best to avoid writing English compositions.
1 2 3 4 5
I strongly disagree I disagree I have no strong I agree
I strongly agree
Feelings either way

5. My mind often goes blank when I start to work on an English composition.

1 2 3 4 5
I strongly disagree I disagree I have no strong I agree
I strongly agree
Feelings either way

6. I tremble or perspire when I write English compositions under time

pressure.
1 2 3 4 5
I strongly disagree I disagree I have no strong I agree
I strongly agree
Feelings either way

7. If my English composition is to be evaluated, I would worry about getting

a very poor grade.
1 2 3 4 5
I strongly disagree I disagree I have no strong I agree
I strongly agree
Feelings either way

8. I do my best to avoid situations in which I have to write in English.

1 2 3 4 5
I strongly disagree I disagree I have no strong I agree
I strongly agree
Feelings either way

17
9. My thoughts become jumbled when I write English compositions under
time constraint.
1 2 3 4 5
I strongly disagree I disagree I have no strong I agree
I strongly agree
Feelings either way

10. Unless I have no choice, I would not use English to write compositions.
1 2 3 4 5
I strongly disagree I disagree I have no strong I agree
I strongly agree
Feelings either way

11. I often feel panic when I write English compositions under time
constraint.
1 2 3 4 5
I strongly disagree I disagree I have no strong I agree
I strongly agree
Feelings either way

12. I am afraid that the other students would deride my English composition
if they read it.
1 2 3 4 5
I strongly disagree I disagree I have no strong I agree
I strongly agree
Feelings either way

13. I freeze up when unexpectedly asked to write English compositions.

1 2 3 4 5
I strongly disagree I disagree I have no strong I agree
I strongly agree
Feelings either way

14. I would do my best to excuse myself if asked to write English

compositions.
1 2 3 4 5
I strongly disagree I disagree I have no strong I agree
I strongly agree
Feelings either way

15. I usually feel my whole body rigid and tense when write English
compositions.
1 2 3 4 5
I strongly disagree I disagree I have no strong I agree
I strongly agree
Feelings either way

16. I am afraid of my English composition being chosen as a sample for

discussion in class.
1 2 3 4 5
I strongly disagree I disagree I have no strong I agree
I strongly agree
Feelings either way

18
Appendix E: Post-Test Interview

1. ¿Cuando te sentís ansioso: antes o durante el examen?

2. ¿Por qué crees que los alumnos se sienten ansiosos al hacer una
composición? ¿Cuáles fueron los factores que te presionaron cuando
estabas haciendo el Mid–Term Test? (¿El tiempo? ¿Sentir la presencia del
docente, es decir que te está controlando? ¿Sino qué otro factor?)

3. ¿Cuándo tus compañeros entregan el examen y a vos te falta terminar,

te pones nervioso?

4. ¿Estás satisfecho después de haber hecho esta composición en clase?

(Seguís pensando en qué podrías haber hecho, ¿o como podrías haber
mejorado tu producción escrita? ¿En qué aspectos? )

5. ¿Cuál crees que es tu resultado del test? ¿Por qué?

.

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 The effect of test-anxiety on EFL entrants’ written
performance at ESI

Purpose:
• To get a panorama of learners’ beliefs associated with writing.
• To examine the possible correlation between test-anxiety and written
performance.

Research questions:
1. What are students’ beliefs and attitudes towards written tests
(compositions)?
2. How does test-anxiety affect written performance on first-year
students at Escuela Superior de Idiomas (ESI) in General Roca,
Argentina?

Subjects:
The participants will be entrants of English I course at ESI from the year
2008. They will be selected at random.

Design:
In order to analyze the data, we will attempt to adopt an analytic
perspective. We will carry out an inductive study.

Data collection procedure:

• Diagnostic tests
• In-class compositions and the two term exams
• Two questionnaires
• A post-test interview

Anticipated outcomes:
As regards our first question, we may find several beliefs such as time as a
negative variable in test situations or fear of others’ evaluation, especially
teachers’ judgments.
As regards our second research question, we will probably find a negative
correlation between test-anxiety and learners’ written scores. In this sense,

20
we may suggest this variable plays a negative role when writing
composition in exam instances.

21