A Descriptive Study on Test Anxiety among Foreign Language Learners

Abstract

Test anxiety has considerable effects on the English as a foreign language (EFL) context. Thus, it is necessary to research the issue to provide concrete and realistic solutions to test anxiety. Moreover, research on anxiety in the Turkish EFL context mainly focuses on the sources and effects of foreign language anxiety. This study aims to find the test anxiety levels among Turkish EFL learners and explore whether test anxiety levels differ regarding certain variables. In this descriptive and correlational research, a background questionnaire and the Foreign Language Test Anxiety Scale (FLTAS) were administered to 246 participants studying at preparatory schools. After presenting the descriptive data, t-test, ANOVA, Kruskal Wallis-H Test were conducted to examine the differences in test anxiety and variables. The study concluded that EFL learners suffer from test anxiety at a moderate level. The results also indicated that test anxiety levels significantly differ regarding certain variables such as age, gender, socio-economic background, types of high schools and departments graduated, language proficiency and achievement levels, study skills, and test types administered.