A Study of the Impact of English Tests Anxiety on the Development of Language Learning in Foreign Language Contexts

Abstract

The study aims to explore the impact of anxiety on English learning for preparatory schools students in Iraq, specifically by revealing a strong connection between anxiety and academic challenges in the official context. Sixty-four participants (male and female) were randomly selected from the preparatory schools. The study discovered significant differences in the rates of learning English as a foreign language. The participants indicated a strong relationship between English tests and anxiety in classroom activities. The Chi-square test showed a positive relationship between the two variables: anxiety and speaking skills  c2 (63,1),11.00=.003, p<0.05. On the contrary, the Chi-Square test revealed a negative correlation between anxiety and language skills, including listening, reading and writing skills, respectively. In comparison, the results demonstrate that the likelihood of females suffering an anxiety disorder is not statistically significantly higher compared to the case of males (t=.089, Sig.=.930). The participants obtained the lowest mean scores for the four language skills. Based on the responses provided by 31% of the participants to the FLCAS questionnaire (M= 25.3, SD= 3.2), speaking emerges as the most challenging skill for foreign language learners in preparatory schools. The study's recommendations underscore teachers' critical role in alleviating the adverse impact of anxiety on learning. Specifically, it suggests that teachers should identify the root cause of the anxiety and assist students in coping with anxiety while engaging in academic activities. Furthermore, they should establish a safe atmosphere for English learning, which could prove vital for future studies.