Rationale for the research
Nowadays, the significance of tests and academic achievements tends to be drawn much more attention by society Hence, it puts pressure on students to
The pressure to "succeed" in academic settings often results in heightened anxiety and stress among students, negatively impacting their performance It is crucial for educators to prioritize the recognition and treatment of anxiety, not only for the present but also for future generations As anxiety emerges as one of the most prevalent mental health issues, schools are increasingly recognized as vital environments for addressing and managing this condition (Masia-Warner et al., 2005).
In Vietnam, the increasing frequency of changes to examination regulations has become a significant concern for both students and parents, highlighting the growing challenges associated with testing in the education system.
At Huynh Thuc Khang High School, where I have taught English for many years, I observed that some students displayed a negative attitude towards the new English Test format in the National Upper-Secondary Graduation Examination Many struggled to answer sample test questions, leading to fatigue during practice sessions Additionally, students were confused about the best preparation strategies and spent excessive time searching for exercises from various sources without finding suitable materials for their revision As an English teacher, I feel anxious about identifying effective teaching methods to better guide my students in their exam preparation This situation motivated me to conduct a study on the anxiety experienced by 12th graders before the English examination.
Test in the National Upper-Secondary Graduation Examination at Huynh Thuc Khang high school.”
Aims and Objectives of the study
This study investigates the causes of anxiety among 12th graders prior to the English Test in the National Upper-Secondary Graduation Examination and explores potential solutions to alleviate this stress The primary objectives include identifying the factors contributing to anxiety and proposing effective strategies to help students manage their fears and perform better in their exams.
1 To find out the main causes of anxiety among the 12 th graders before the English Test in the National Upper-Secondary Graduation Examination
2 To suggest some solutions to anxiety
Research questions
In dealing with the aims above, the thesis should focus on finding out the answers to the following questions:
1 What are the main causes of anxiety among the 12 th graders before the English Test in the National Upper-Secondary Graduation Examination?
2 What are some possible solutions to anxiety?
Scope of the study
The study investigates the anxiety experienced by 12th graders during the English Test of the National Upper-Secondary Graduation Examination, exploring its causes and potential solutions prior to the exam Conducted during the mid-term of the 2016-2017 school year, the research involved a limited sample of 84 students from two classes at Huynh Thuc Khang High School.
Methods of the study
The data serving the research analysis collected by employing both quantitative (questionnaires) and qualitative methods (interviews) provided the study with information and evidence.
Organization of the study
The thesis consists of three main parts
Part A is the INTRODUCTION, which consists of rationale, aims, and objectives of the study and research questions It also covers scope, methods, and organization of the study
Part B is the DEVELOPMENT separated into three chapters:
The first chapter offers a foundational overview of anxiety, including test anxiety and its various forms It highlights potential causes of anxiety while also presenting solutions, which are central themes of the study, alongside a concise review of previous research.
The second chapter focuses on the methodology of the study, highlighting the research questions while detailing the context, settings, participants, instruments, and the procedures for data collection and analysis employed throughout the research process.
+ The third chapter shows the main content with findings as well as discussions based on the results from questionnaires and interviews
Part C is the CONCLUSION offering a summary of the mentioned issues, the implication for the study and the limitations and suggestions for further study
LITERATURE REVIEW
Theoretical background
1.1.1 Definitions: Anxiety and Test anxiety 1.1.1.1 Definitions of anxiety
At the start of the twentieth century, Freud (1920) equated anxiety with "fear" or "fright." Scovel (1978) describes anxiety as encompassing feelings of uneasiness, frustration, self-doubt, apprehension, and worry Additionally, Horwitz et al (1986) define anxiety as the subjective experience of tension, nervousness, and worry linked to the activation of the autonomic nervous system.
Test anxiety refers to the intense emotional reaction that individuals often feel before and during an exam, as highlighted by Akca (2011) Typically, scenarios where personal evaluations are permitted can lead to elevated performance levels, indicating that situational evaluations may significantly impact an individual's test experience.
1.2.2 Kinds of anxiety 1.2.2.1 Trait Anxiety
Brown (1994) shared opinions that Trait anxiety occurred when there was a likelihood of an individual becoming anxious in any situation
Jonassen and Grabowski (1993) reported that the trait anxiety perspective was productive in reporting effects of generalized anxiety and it has been applicable across situations
Spielberger (1983),Chen and WU (2004) regarded state anxiety as unsatisfactory temporary emotional state or condition, activated by the individuals‟ nervous system such as the experiences in apprehension before taking a test
Jonassen and Grabowski (1993) highlight that state anxiety is influenced by specific events or a combination of experiences at a given time, resulting in a temporary emotional state They suggest that the interplay between state and trait anxiety can lead individuals to perceive threats in their environment, making them sensitive to situational factors Consequently, a person who typically exhibits low anxiety may experience heightened anxiety when confronted with multiple stress-inducing situations.
According to MacDonald (2010), various factors contribute to test anxiety, including negative teacher attitudes towards testing, student responses to learning, and individual test-taking abilities Additional influences are the fear of negative evaluation, previous poor examination experiences, and time pressure Furthermore, complex content and high parental expectations also significantly heighten anxiety levels in students.
Research by Hills & Benlow (2008) highlights a significant correlation between learning methods and anxiety, suggesting that effective study techniques can facilitate easier exam preparation and success Conversely, Cassady (2010) points out that inadequate studying can exacerbate test anxiety among students Peleg (2009) further emphasizes that poor test performance often stems from insufficient preparation and reliance on others for learning Additionally, external factors such as family expectations and poorly designed assessments can lead to increased pressure, loss of concentration, and memory difficulties during exams.
Research by Hills & Benlow (2008), Cassady (2010), and Peleg (2009) indicates that effective study skills significantly enhance test performance, suggesting that students who utilize appropriate preparation methods achieve better results Conversely, MacDonald identified several factors contributing to test anxiety, including negative teacher attitudes, students' perspectives on learning, fear of negative evaluations, poor past exam experiences, time constraints, challenging course material, and high parental expectations.
Gettinger and Seibert (2002) emphasized the strong link between academic competence and the mastery of effective study skills They found that students with strong study skills tend to achieve higher academic success, as they can identify task demands and employ flexible strategies effectively Their research supports the notion that teaching effective study skills can enhance academic performance, strategic knowledge, and emotional responses in students facing learning challenges across various subjects (Harvey & Goudvis, 2000).
Effective study habits significantly influence test anxiety and academic performance, as students who can apply their knowledge effectively tend to achieve better results Research indicates that locus of control also plays a crucial role, with Barzegar (2011) highlighting it as a factor in determining success or failure Furthermore, Bostic (2010) found a notable disparity in academic achievement, revealing that students with an internal locus of control experience greater success compared to those with an external locus of control.
In general, the researcher ‟ s concern is to find out some causes of anxiety among the 12 th graders before the English Test in the National Upper - Secondary
Examination at a school in Hanoi, and whether these findings tend to be consistent with MacDonald (2010)
Improving testing skills can significantly reduce anxiety and enhance scores, as noted by Gonzalez (1995) To effectively prepare for standardized tests, Carter et al (2005) and Conner (2003) recommend practicing with actual test samples Additionally, Carter et al (2005) emphasize the importance of explaining each strategy, providing modeling opportunities, and offering repeated practice through practice tests to help alleviate test anxiety.
Teachers can effectively reduce classroom anxiety by implementing various techniques, such as providing clear explanations and suggested revision materials Encouraging critical thinking and fostering enthusiasm for the subject are essential strategies Additionally, offering constructive feedback, partial credit, exam reviews, and flexible testing schedules can further alleviate anxiety While the solutions to anxiety may not be exhaustive, they can help educators create more structured lesson plans and promote an interactive classroom environment that encourages student questions.
Effective learning strategies play a crucial role in helping students recall, store, and apply knowledge during their studies This article explores specific strategies aimed at reducing test anxiety, particularly before the English Test in the National Upper-Secondary Graduation Examination Drawing on research by Woodard (2004) and Oxford & Vordick (2006), the study identifies suitable methods to alleviate anxiety among participants, ultimately enhancing their performance and confidence during examinations.
Review of previous related studies
In fact, the studies of anxiety and test anxiety have drawn much attention of researchers in Vietnam as well as other countries
A survey conducted by Antwi-Danso, Amissah, and Effrim (2015) examined the correlation between test anxiety and academic performance among 270 third-year senior high school students in the Agona Municipality of Ghana The findings emphasized the importance of equipping students with effective study skills and anxiety reduction strategies to enhance their academic outcomes.
Olaitan and Moroluyo (2014) conducted a study with 508 college students to explore the impact of test anxiety, study habits, and locus of control on academic performance Their findings revealed a significant correlation between academic performance and non-cognitive as well as socio-psychological factors In response, they developed and implemented early intervention and prevention programs aimed at reducing student anxiety The study emphasized the importance of effective study strategies, such as assessing comprehension, interpreting textbook information, and understanding the objectives of learning.
In her 2013 study, Augustina Dubem Nwajei examined the relationship between test anxiety, depression, and academic performance among 420 senior secondary participants The findings indicated a positive correlation between test anxiety, trait anxiety, and depression, all of which negatively impacted academic performance Furthermore, the study suggested that combining relaxation techniques with cognitive restructuring is more effective in alleviating anxiety and depression than using relaxation alone Overall, the results highlight the efficacy of cognitive therapy in managing anxiety and depression while enhancing academic success.
In Vietnam, Hoang Thi Mai Hoa (2011) investigated the factors influencing students' English oral presentation skills through a questionnaire at Hanoi Tourism College.
A study involving 106 participants revealed that effective oral presentation skills in English are significantly influenced by three key factors: precise expression of ideas, fluency in delivery, and the ability to engage the audience Additionally, the researcher identified that a lack of preparation negatively impacts students' performance in English oral presentations.
In 2013, Ho Thi Anh conducted a survey on student anxiety in speaking classes at the Academy of Policy and Development, involving 50 first-year students Utilizing interviews and questionnaires as primary research tools, the study revealed that both personal and interpersonal issues significantly contribute to speaking anxiety among students.
From the previous studies related to the research problems, the writer conducted the study on the 12 th grader students at a school in Hanoi as the target population.
Summary
This chapter provides a comprehensive theoretical framework on anxiety and test anxiety, including their definitions, causes, and solutions, along with a review of relevant prior studies The following chapter will present a detailed analysis of the findings and results obtained from questionnaires and interviews.
METHODOLOGY
The context of the study
A study was conducted at Huynh Thuc Khang High School, focusing on students preparing for the National Upper-Secondary Graduation Examination for university admission and other purposes The students receive three English lessons per week, primarily based on the textbook, with most of the lessons delivered in the morning.
Twelfth graders at Huynh Thuc Khang High School are actively preparing for their compulsory English examination by completing multiple test samples They dedicate eight periods each week, with each session lasting 45 minutes, to revise essential knowledge.
200 students with differences in levels of English Particularly, the students are facing many difficulties in preparing for an examination
In the academic year 2016-2017, a study was conducted involving 84 students from classes 12A and 12B Following the provision of sample tests by the Ministry of Education and Training, the teacher-researcher sought to understand how students could effectively master the necessary skills and knowledge for their upcoming examinations Consequently, these students were chosen as participants in a survey research aimed at identifying the causes of their anxiety and exploring solutions to help them excel in their actual exams.
Research methodology
Survey Research Design (SRD) defined
“A survey research is a study of a large group (a population) through direct study of a subset of that group (a sample)”
A survey design employs diverse data collection methods to assist teacher-researchers in exploring constructs by posing factual or opinion-based questions to a sample population, aiming to generalize findings The term "survey" encompasses various data collection techniques, such as questionnaires, interviews, and observations.
Survey design can generate not only descriptive summary but also generalized statements based on large databases (Cohen, Manion, & Morrison,
Survey design is good for providing information for curriculum development, including needs analysis and program evaluation, as well as researching certain topics (Brown, 1997)
The ability to collect data on large groups that cannot be directly observed is a significant advantage (Babbie, 2004) Additionally, the use of questionnaires as data collection instruments allows for quick gathering of information, facilitating efficient statistical analysis of the results.
Survey Research is deemed suitable for this study, which aims to identify the causes of anxiety among students by gathering their opinions and attitudes towards the issue The researcher conducted a survey with a small sample from classes 12A and 12B, primarily before the actual examination Drawing on the advantages of Survey Research highlighted by Cohen, Manion, & Morrison (2000), Brown (1997), and Babbie (2004), the researcher opted for this method to achieve the desired outcomes.
2.2.3 Main steps in conducting Survey Research
2.2.4 Data collection instruments 2.2.4.1 Survey Questionnaires
Part 1 Perceived Threat of tests 6
Research by Lay, Edwards, Parker, and Endler (1989) alongside Schwarzer and Jerusalem (1992) indicates that students experiencing high levels of test anxiety often view exams as threatening situations, interpreting upcoming evaluations as inherently stressful events.
Bandalos, Yates, and Thorndike-Christ (1995) along with Schutz and Davis (2000) highlight that students often perceive a threat in testing due to a generalized low self-efficacy or the complexity and difficulty of the subject matter.
Prior to taking the test, students' perceptions of testing events were assessed using six items related to the Perceived Threat of Tests, specifically designed for this study This measure evaluates students' awareness of the upcoming test as a potential threat, influenced by the overall difficulty of the course content or individual obstacles to success Participants rated their perceptions on a five-point Likert scale, indicating varying levels of concern regarding the test.
“strongly disagree” to “strongly agree.”
Everson, Smodlaka, and Tobias (1995) revealed that students experienced high-test anxiety when they had deficits in encoding and storage processes associated with reading materials during preparation for tests
Culler & Holohan (1980) and Wittmaier (1972) highlighted that students suffering from test anxiety struggle to utilize effective study skills, which hinders their cognitive processes Their research indicated that while students with high test anxiety tend to study more than those with lower anxiety levels, their study techniques are often repetitive and less efficient.
Study skills encompass six key habits and techniques that students employ to prepare for exams and gather relevant materials Participants evaluate these skills using a five-point Likert scale, ranging from "strongly disagree" to "strongly agree."
Schwarzer and Jerusalem (1992) found that when students attribute their failures to internal factors, they perceive upcoming tests as threatening, moving past the motivational "Challenge Stage" into a stage dominated by feelings of threat Conversely, when students externalize their attributions, they develop a "Loss of Control" perspective, impacting their motivation and performance.
The study collected students' perceptions and beliefs regarding their performance through five survey items, utilizing a five-point Likert scale from "strongly disagree" to "strongly agree." The findings indicate that test performance attributions are influenced by factors such as inadequate preparation and elements beyond the students' control (See Appendix 1).
To prevent limitations caused by language barriers, the researcher translated all survey questions into Vietnamese, as the participants' proficiency in English was insufficient to fully comprehend the content.
The student interviews, conducted in Vietnamese, comprised five open-ended questions designed to encourage participants to freely express their thoughts and feelings, particularly regarding the challenges of using a second language All responses were subsequently translated into English for analysis in this study.
The interview consisted of three parts: the first part addressed students' attitudes towards anxiety, aiming to determine their experiences with anxiety The second part explored the primary causes of anxiety among 12th graders prior to the English Test in the National Upper-Secondary Graduation Examination Finally, the third part sought solutions to the identified issues The analysis of the interview data provided the researcher with valuable insights into the problems, which served as a foundation for developing potential solutions to alleviate anxiety.
The teacher interview consists of five key items and is conducted in Vietnamese to allow educators to share their insights more effectively within a limited timeframe Following the interview, all responses are translated into English for use in the study.
The interview is structured into three distinct parts: the first part assesses students' levels of nervousness, the second part delves into the underlying causes of their anxiety through questions two, three, and four, and the final part seeks to identify potential solutions to alleviate this anxiety with question five.
Summary
This chapter outlined the research context and participants, defined survey research, and detailed the key steps involved in conducting a survey It also provided information on the data collection instruments, procedures, and analysis methods used in the study The upcoming chapter will present the findings and results of the research.
FINDINGS AND DISCUSSIONS
Descriptive statistics
3.1.1 Descriptive statistics of causes related to knowledge content and personal barrier
The reliability statistics indicate a Cronbach's Alpha value of 0.863, which exceeds the acceptable threshold of 0.6, confirming strong internal consistency Additionally, the Corrected Item-Total Correlation coefficients are all above 0.3, and the Cronbach's Alpha if Item Deleted values are lower than the Corrected Item-Total Correlation, indicating no redundant items Therefore, all questions are deemed suitable, and the students' responses are reliable for analysis.
3.1.2 Descriptive statistics of some factors concerning studying habits and gathering related materials
The reliability analysis reveals a Cronbach's Alpha value of 0.895, exceeding the acceptable threshold of 0.6, indicating strong internal consistency among the items (refer to Table 2, Appendix 4) Additionally, the Corrected Item-Total Correlation coefficients are all greater than 0.3, and the Cronbach's Alpha values for items if deleted are lower than the respective corrected correlations, confirming that no items are redundant Consequently, all questions are deemed appropriate, and the students' responses are reliable for analysis.
3.1.3 Descriptive statistics of causes related to poor preparation and performance beyond control
The analysis indicates that Cronbach's Alpha is 0.894, exceeding the acceptable threshold of 0.6, while the Corrected Item-Total Correlation values are all greater than 0.3 Additionally, the Cronbach's Alpha if Item Deleted values are lower than the Corrected Item-Total Correlation values, confirming that no redundant items exist Consequently, all questions are deemed appropriate, and the students' responses are reliable for further analysis.
3.1.4 Descriptive statistics of solutions to anxiety
As it was seen from the table above that the value of Cronbach's Alpha
The analysis revealed that the Corrected Item-Total Correlation values exceeded 0.3, with a significant overall correlation of 0.869, indicating strong reliability Additionally, the Cronbach's Alpha if Item Deleted values were lower than the Corrected Item-Total Correlation values, confirming the absence of redundant items Consequently, all questions were deemed suitable, and the students' responses were reliable for analysis.
Kaiser-Meyer- Olkin Measure of Sampling Adequacy .765
Table 5: KMO and Bartlett's Test
It is clear that Reliability statistics KMO shows the value of KMO = 0.765 > 0.7 and Reliability statistics Barlett indicates result was significant (sig = 0.000 < 0.01) As a result, Component Analysis was suitable
The analysis of the Total Variance Explained revealed three significant factors with Eigenvalues greater than 1, specifically an Eigenvalue of 2.37, which accounts for 66.414% of the variance among the total 17 items.
Based on Rotated Component Matrix a (See Table 8, Appendix 4), there main types of causes were gathered
- The causes involving knowledge contents and personal barrier from 1 to 6
- The causes involving studying habits and gathering related materials from 7 to 12
- The causes involving poor preparation and performance beyond control from 13 to 17
Quantitative description of results from the questionnaire and qualitative
3.2.1 Causes related to knowledge content and personal barrier
N0 Causes Strongly disagree Disagree Agree partly Agree Strongly agree
I feel anxious when I do samples of tests with difficult idioms and phrases
I feel nervous when I do reading comprehension of samples of tests containing special vocabularies
I am not confident to do samples of tests before an actual examination
I feel anxious when time I prepare for an actual exam goes by too quickly
5 I feel nervous when I only have 3 English lessons a week
I feel anxious when I am not able to concentrate on the English exams much
Table 6: Causes related to knowledge content and personal barrier
Items 1 and 2 refer to causes related to knowledge content The data in table
A significant majority of students at Huynh Thuc Khang High School reported feeling anxious due to the challenging content of their exams Specifically, about 88.1% of students agreed that unfamiliar words and structures in test samples contributed to their anxiety Additionally, when faced with reading comprehension sections containing numerous new vocabulary terms, approximately 85.7% expressed similar feelings of unease, while only 11.9% partially agreed with this concern.
Students at Huynh Thuc Khang High School identified personal barriers impacting their exam performance, notably time pressure, concentration difficulties, and lack of confidence A significant concern was the insufficient preparation time for English examinations, as many felt that attending classes three times a week did not provide adequate knowledge This sentiment was reflected in their anxiety about the rapid passage of preparation time, with only about 15.5% of students feeling somewhat prepared and a mere 1.2% expressing disagreement with this anxiety.
The findings from questionnaire show that the difficult content and pressure of time on preparation of knowledge for English examination were the two major causes of anxiety
Many students expressed difficulty in handling the questions during their English examination, leading to feelings of exhaustion and anxiety They often relied on peers for assistance with exercises due to their fatigue Additionally, students reported encountering unfamiliar structures and vocabulary in the test samples, highlighting gaps in their preparation.
G, and H said that the complicated content prevented them from working out the correct answer effectively (See question 2, Appendix 2)
Despite appearing to lack dedication, I only dedicated five days to prepare for the exam The numerous challenging questions in the English test leave me feeling drained, often leading me to choose answers at random.
Preparing for tests requires minimal time, as I rely on others for assistance The content often hinders my ability to provide answers effectively During breaks between lessons, I focus on preparing for English samples created by my teachers.
I often encounter unfamiliar structures and vocabulary, leading me to choose answers randomly While I sometimes discover additional materials for practice, I'm unsure which resources and authors are appropriate for English exams Additionally, the numerous compulsory subjects for national exams require me to allocate my time carefully, leaving me with limited time for each subject.
Student H expresses that while completing teacher-assigned samples, they often finish only half of the time given They acknowledge that the content can be a significant barrier and presents challenges Despite their desire to improve, they are uncertain about the best additional resources or books to aid in their progress.
Interview results indicate that students faced barriers due to the complexity of knowledge content, leading to feelings of nervousness when confronted with challenging material.
Interviews with seven teachers revealed that six believe students at Huynh Thuc Khang High School experience anxiety when faced with numerous test samples filled with unfamiliar vocabulary and complex structures Consequently, students often skip challenging questions or select answers at random, leading to a lack of interest in completing subsequent test samples.
Students experienced significant anxiety and fatigue from repetitive test samples, often avoiding challenging exercises due to a belief that such questions exceeded their capabilities.
Many of my students expressed confusion when encountering vocabulary-related questions, particularly those involving phrasal verbs, idioms, and collocations They indicated that while they attempted to tackle most questions, they struggled specifically with those connected to vocabulary and reading comprehension.
Many of my students experienced anxiety when faced with challenging question types, particularly in reading comprehension While they managed to answer three questions, they resorted to guessing on the remaining ones Consequently, this led to a lack of enjoyment in subsequent test samples.
Teacher D observed that the inclusion of numerous new vocabulary words in reading comprehension exercises led to a lack of interest among students, resulting in their reluctance to engage with test samples.
Many of my students felt anxious when faced with test samples filled with unfamiliar vocabulary They shared with me that their focus was primarily on answering questions related to grammar and structure rather than tackling the new words.
The results from the interviews for teachers show that the complex content of knowledge was one of the causes of students ‟ anxiety
The findings from the questionnaires and interviews conducted with teachers and students indicate that the complexity of the content significantly contributes to students' anxiety prior to examinations.
3.2.2 Causes related to studying habits and gathering related materials
N0 Causes Strongly disagree Disagree Agree partly Agree Strongly agree
I feel anxious when I do not study hard enough for examination
I think that it is difficult for me to collect materials for English exams
I find it difficult to do samples of tests before examination when I only spend a few days reviewing knowledge
I find it difficult to search for appropriate sorts of exercises from books and on the Internet
I feel nervous when I only learn vocabularies and structures by heart but do not know how to use it in context
I feel nervous when I have trouble collecting a kind of books to practice exercises related to vocabularies and phrases
Table 7: Causes related to studying habits and gathering related materials
Summary
This chapter presents the analysis of data regarding the causes of student anxiety and the solutions derived from interviews and questionnaires The subsequent chapter will summarize the entire study.
Recapitulation
The study, building on previous research on anxiety, aimed to explore its causes and identify potential solutions, framed around two key research questions.
1 What are the main causes of anxiety among the 12 th graders before the English Test in the National Upper-Secondary Graduation Examination?
2 What are some possible solutions to anxiety?
To address the research questions, a study was conducted in classes 12A and 12B at Huynh Thuc Khang High School utilizing questionnaires and interviews The survey method was employed for the study design, and the SPSS software was used to analyze the questionnaire results, yielding significant findings.
Causes and solutions related to knowledge content, personal barrier, and pressure of time
Students often experience anxiety due to their negative perceptions of test sample content They recognize that the challenging material in previous samples contributes significantly to their feelings of stress before examinations.
Therefore, their heads went blank when they had to such samples of tests
Teachers should create a diverse set of test samples that align with the knowledge taught in school and are appropriate for students' levels, providing clearer guidance for their revision Additionally, it is essential for educators to invest time in selecting various exercises that reflect the types of questions found in the National Upper Secondary graduation examination.
Teachers should develop lesson plans focused on effective strategies for tackling reading comprehension and pronunciation questions, enabling students to navigate challenging exam exercises Additionally, students must cultivate a daily practice of completing exercises to build the knowledge necessary for success in actual examinations.
Causes and solutions associated with studying habits and related materials
Students often experience anxiety due to the challenges of gathering suitable revision materials before exams Many struggle to identify appropriate exercise sources, leading to significant time spent searching for resources that ultimately do not align with their teachers' lectures or the actual exam content This lack of effective study materials contributes to their nervousness and stress during the exam preparation process.
To enhance students' preparation, teachers should recommend specific books, authors, and publishers that are appropriate for their learning needs Additionally, students are encouraged to dedicate more time to downloading exercises focused on idioms, phrasal verbs, and reading comprehension from trustworthy sources provided by their teachers.
Causes and solutions related to poor preparation and performance beyond control
Many students experience anxiety due to the overwhelming presence of unfamiliar structures and vocabulary in test samples provided prior to exams.
To enhance students' exam readiness, teachers should prioritize teaching essential vocabulary and key structures from each textbook unit before introducing test samples This approach not only enriches students' knowledge but also boosts their confidence in preparation for actual exams Additionally, creating diverse test samples from various sources will help students develop better skills for real examination scenarios.
Implication from the study
This study identifies the causes of anxiety and offers potential solutions, providing valuable insights for high school English teachers and students to use as a reference.
To reduce student anxiety in the classroom, teachers can implement targeted strategies tailored to individual needs By selecting appropriate solutions, educators can create a supportive environment that addresses various anxiety triggers among students This approach ensures that all students receive the necessary support to thrive academically and emotionally.
Students often experience anxiety related to their learning, and identifying the specific challenges they face can help them choose effective solutions By understanding their difficulties, students can better prepare for their actual examinations.
Limitations and suggestions for further study
In terms of limitations, the study was limited to class 12A and 12B including
84 participants at Huynh Thuc Khang high school, which might not be the representative of all students at the same level in Vietnam
This study offers valuable insights for 12th graders at Huynh Thuc Khang High School during their revision period for the English examination, despite certain limitations.
For future research on anxiety, it is essential to conduct studies with larger sample sizes to uncover additional factors contributing to student anxiety Given the psychological nature of this research, subsequent studies should also examine the relationship between test anxiety and academic performance to gain a more comprehensive understanding of the issue.
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34 Scovel, T (1978) The effect of affect on foreign language: A review of the anxiety research Language learning, 28 (1), pp.129-142
35.Schutz, P A., Davis, H A., & Schwanenflugel, P J (2002) Organization of concepts relevant to emotions and their regulation during test taking The Journal of Experimental Education, 70(4), 316–342
36 Schwarzer, R., & Jerusalem, M (1992) Advances in anxiety theory: a cognitive process approach In K A Hagtvet, & T B Johnsen (Eds.), Advances in test anxiety research, Vol 7 (pp 2–31) Lisse, The Netherlands: Swets & Zeitlinger
37 Spielberger, C D 1983 Manual for the state-trait anxiety inventory Palo Alto,
38 Dr Stephen Antwi-Danso, Mr Emmanuel Amissah &Mr Paul Kobina Effrim(2015) Test Anxiety And Academic Achievement Of Senior High School
Students In The Agona Municipality Of Ghana Research journal‟s Journal of
Education Vol 3 | No 8 August | 2015 ISSN 2347-8225
39 Wittmaier, B C (1972) Test anxiety and study habits The Journal of Educational Research, 65, 352–354
40 Woodard, T (2004) The effects of math anxiety on post-secondary developmental students as related to achievement, gender, and age Inquiry, 9(1), 1-Retrieved, September 1, 2009 From http://www.vccaedu.org/inquiry/inquiry-spring2004/i-91-woodard.html
Các bạn học sinh thân mến Tôi đang tiến hành một nghiên cứu có tựa đề
Nghiên cứu về sự lo lắng của học sinh lớp 12 trước kỳ thi môn Tiếng Anh trong kỳ thi tốt nghiệp Phổ Thông Trung Học Quốc Gia nhằm thu thập dữ liệu tin cậy Chúng tôi rất mong nhận được sự đóng góp ý kiến từ các bạn Xin cam kết rằng mọi thông tin cung cấp sẽ được giữ bí mật tuyệt đối Cảm ơn sự hợp tác của các bạn.
1 Họ tên: ……… (bạn có thể không điền nếu không muốn) Giới tính: Nam Nữ
Khảo sát này tập trung vào các nguyên nhân gây lo lắng cho học sinh lớp 12 trước kỳ thi tốt nghiệp môn Tiếng Anh, đồng thời đề xuất một số chiến lược hiệu quả để giảm bớt căng thẳng Việc hiểu rõ những yếu tố tâm lý ảnh hưởng đến học sinh sẽ giúp xây dựng môi trường thi cử tích cực hơn, từ đó nâng cao kết quả học tập và sự tự tin của các em Các chiến lược như quản lý thời gian, luyện tập kỹ năng thi và thư giãn tâm lý được khuyến nghị nhằm hỗ trợ học sinh vượt qua áp lực thi cử.
Hãy đánh dấu ( √) vào câu trả lời tương ứng với ý kiến của bạn:
Không đồng ý Đồng ý một phần Đồng ý
1 Tôi cảm thây lo lắng khi tôi làm mẫu đề kiểm tra liên quan đến thành ngữ và cụm từ khó
2 Tôi lo lắng khi tôi làm bài đọc hiểu có nhiều từ vựng chuyên ngành
3 Tôi không đủ tự tin làm những mẫu đề thi trước kỳ thi
4 Tôi cảm thấy lo lắng khi thời gian tôi dành cho việc ôn tập trước kỳ thi trôi nhanh
5 Tôi cảm thấy lo lắng khi tôi chỉ học 3 tiết Tiêng Anh một tuần
6 Tôi cảm thấy lo lắng khi tôi không đủ khả năng tập trung vào kỳ thi Tiếng Anh
7 Tôi cảm thấy lo lắng khi tôi chưa học tập chăm chỉ để chuẩn bị cho kỳ thi kiểm tra Tiếng Anh
8 Tôi thấy khó khăn mỗi khi chọn tài liệu bổ trợ kiến thức bám sát kỳ thi kiểm tra Tiếng Anh
9 Tôi thẩy khó làm các mẫu đề thi khi tôi chỉ dành vài ngày trước kỳ thi để ôn tập nội dung kiến thức cho kỳ thi kiểm tra Tiếng Anh
10 Tôi thấy khó tìm các dạng bài tập từ sách tham khảo và mạng Internet
11 Tôi cảm thấy lo lắng khi tôi chỉ học thuộc lòng từ vựng và cấu trúc mà không biết sử dụng tư đó trong ngữ cảnh như thế nào
12 Tôi cảm thấy lo lắng khi tôi gặp khó khăn trong việc tìm tài liệu để thực hành bài tập liên quan đến từ và cụm từ
13 Tôi cảm thấy lo lắng khi tôi không dành nhiều thời gian thực hành bài đọc hiểu trong mẫu đề trước kỳ thi
14 Tôi cảm thấy lo lắng khi nội dung kiến thức bài giảng của giáo viên chưa bao hàm được đầy đủ nội dung kiến thức trong thi kiểm tra Tiếng Anh
15 Tôi cảm thấy lo lắng khi tôi chỉ tập trung học nhiều kiến thức sách giáo khoa
16 Tôi cảm thấy lo lắng khi tôi không biết chia thời gian làm bài cho từng phần trong mẫu đề thi cho phù hợp
17 Tôi cảm thấy lo lắng khi tôi không thể kiểm soát được nội dung kiến thức trước kỳ thi
18 Tôi bớt căng thẳng khi giáo viên cho tôi làm nhiều dạng bài khác nhau trong mẫu đề trước kỳ thi
19 Tôi sẽ cảm thấy bớt căng thẳng hơn khi giáo viên hướng dẫn học sinh kỹ năng làm các dạng bài khó trong mẫu đề thi
20 Tôi sẽ cảm thấy bớt căng thẳng khi giáo viên thiết kế mẫu đề kiểm tra liên quan đến từ vựng và cấu trúc trong sách giáo khoa
21 Tôi sẽ cảm thấy bớt căng thẳng khi tôi danh nhiều thời gian vào sưu tầm tài liệu từ thư viện và trên mạng
22 Tôi sẽ cảm thấy bớt căng thẳng khi giáo viên cho tôi làm mẫu đề thi thử hàng tháng để đánh giá và định hướng ôn tập tốt hơn
23 Tôi cảm thấy tự tin hơn khi giáo viên cho tôi làm nhiều bài tập từ nhiều nguồn khác nhau trước kỳ thi
24 Tôi sẽ cảm thấy bớt căng thẳng khi được dạy kỹ năng làm bài trắc nghiệm bao gồm kỹ năng làm ngữ âm, từ đông trái và kỹ năng đọc hiểu
25 Việc dành ít nhất 2 tiếng ôn tập
Tiếng Anh hàng ngày giúp tôi làm được nhiều dạng bài tập có trong mẫu đề thi
26 Tôi sẽ cảm thấy bớt căng thẳng khi giáo viên để tôi làm thêm những mẫu đề thi thử của các trường chuyên
27 Tôi cảm thấy tự tin hơn khi tôi luyện mẫu đề thi kết hợp với đo thời gian
APPENDIX 2 Interview questions for students
1 Trước kỳ thi kiểm tra Tiếng Anh bạn có cảm thấy căng thẳng và lo lắng không? Khi lo lắng bạn thường có biểu hiện gì? (tim đập nhanh hơn, đầu óc trống rỗng, chân tay run rẩy…)
2 Khi nào bạn thường cảm thấy lo lắng?
- Không có đủ thời gian để ôn tập trước kỳ thi Tiếng Anh
- Chỉ tập trung làm bài tập trong sách giáo khoa
- Dành quá ít thời gian cho việc làm các mẫu đề thi
- Đề thi có quá nhiều cụm từ, thành ngữ khó
- Không tìm được tài liệu tham khảo phù hợp
3 Mỗi khi gặp khó khăn trong việc lựa chọn phương án trả lời trong đề ôn tập kiểm tra, giáo viên của bạn thường làm gì? Bạn cảm thấy việc làm đó như thế nào?
- Chuẩn bị một mẫu đề thi thử để tìm ra những dạng bài học sinh hay mắc lỗi sai
- Cung cấp kiến thức tổng quan về ngữ pháp và từ vựng
- Đưa ra kỹ năng làm bài cho các dạng bài khó ví dụ như ngữ âm, trọng âm và đọc hiểu
4 Trong các dạng câu hỏi mẫu đề thi, bạn thấy lo lắng nhất khi làm dạng bài nào? Bạn thường muốn giáo viên làm gì để hộ trợ bạn giải quyết vấn đề đó?
- Ngữ âm và trọng âm
- Đồng nghĩa và trái nghĩa
- Chọn đáp án đúng -Tìm câu đồng nghĩa
5 Theo bạn, giáo viên và bản thân bạn nên làm gì để giảm bớt sự căng thẳng trước kỳ thi kiểm tra Tiếng Anh
- Cung cấp kỹ năng làm bài đọc hiểu
- Cho học sinh làm nhiều dạng bài tập liên quan đến từ vựng
- Đưa ra định hướng về nội dung kiến thức ôn tập
- Soạn nội dung bài giảng bao hàm được nội dung kiến thức ôn tập
- Cho học sinh thực hành ký năng đọc hiểu bằng cách chọn những bài đọc có nội dung liên quan đến chủ đề trong sach giáo khoa 12
- Giới thiệu các tài liệu phù hợp để học sinh thực hành thêm
- Dành nhiều thời gian trong tuần để ôn tập nôi dung kiến thức Tiếng Anh
- Sưu tầm tài liệu trên mạng từ nguồn đáng tin cậy
- Tập trung nhiều vào việc học từ vựng để làm những câu khó trong đề
- Thực hành kỹ năng đọc thường xuyên để nâng cao kỹ năng làm bài
APPENDIX 3 Interview questions for teachers
1 Theo bạn học sinh của bạn có cảm thấy lo lắng trước khi làm bài thi mônTiếng Anh tại kỳ thi tốt nghiệp phổ thông trung học không ? Nếu có họ thường có biểu hiện như thế nào? Ví dụ như mệt mỏi, không tập trung học, không làm bài tập…
2 Học sinh của bạn có cảm thấy lo lắng khi họ phải…
- làm bài tập liên quan đến thành ngữ, cụm từ và sự kết hợp từ khó
- làm phần đọc hiểu với nhiều từ mới
3 Học sinh của bạn có cảm thấy căng thẳng khi học sinh…
- không tìm được những nguồn tài liệu ôn tập phù hợp cho kỳ thi -không dành nhiều thời gian cho việc ôn tập
4 Học sinh của bạn có cảm thấy lo lắng khi…
- chỉ làm bài tập trong sách giao khoa
5 Bạn thường làm gì để giúp học sinh của bạn giảm bớt sự căng thắng lo lắng trước kỳ thi môn Tiếng Anh
- Soạn nhiều mẩu đề bám sát nội dung sách giáo khoa để cho học sinh thực hành
- Tổng hợp nội dung kiến thức ngữ pháp và từ vựng của từng bài
- Hướng dẫn học sinh các kỹ năng nhanh để xử lý từng dạng câu hỏi
- Hướng dẫn học sinh kỹ năng làm bài đọc hiểu
-Cung cấp cho học sinh thông tin về tài liệu tham khảo đáng tin cậy và phù hợp cho đề thi để học sinh tự thự hành thêm