The Effect of Oral Test Preparation on Reducing English Learners' Speaking Anxiety: A Case Study of Chinese College Students

Qinchun Jiang

doi:10.70088/pq4x9b63

Authors

Qinchun Jiang Guilin Institute of Information Technology, Guilin, Guangxi, China Author

DOI:

https://doi.org/10.70088/pq4x9b63

Keywords:

speaking anxiousness, unwritten test preparation, foreign language learning, Chinese college students, Motley method

Abstract

This survey conspicuously investigates the impact of unwritten test preparation on reducing verbalise anxiousness among Chinese college students acquire English as a foreign language. To search how different preparation strategies, influence anxiety levels and language performance outcomes, the research combines both quantitative and qualitative research methods. A methods approach was utilise in which quantitative information was hoard through a questionnaire accommodate from the Foreign Language Classroom Anxiety Scale (FLCAS), while qualitative insights were garner through structured interview with participant. The findings unveil that practice sessions, mock tests. And individualize feedback are the most strategy in alleviating verbalize anxiousness and improving student confidence. Due to heightened awareness of their limitations and performance gaps, yet, for some students, intensive readying paradoxically increases anxiety levels. The study spotlights the demand for targeted preparation programs that address the specific psychological and pedagogic needs of educatee who are particularly prone to foreign language anxiety. To the broader understanding of foreign language anxiety in contexts, this research brings and offers practical, evidence-ground recommendations for pedagogue to raise language teaching practices and support student -being.

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