Gatekeeping Through Anxiety: Triggers and Consequences of Exam Stress Among English Foundation Students in Oman
DOI:
https://doi.org/10.54536/ajahs.v5i3.8052Keywords:
English Assessment, Exam Anxiety, Foundation Students, Gatekeeping, OmanAbstract
The present study investigated the problem of English exam anxiety among the foundation students in Oman, its levels, its triggers, its effects, and some strategies which might assist in minimizing exam anxiety. A quantitative cross sectional survey method was used in collecting the data from 108 students who filled out a structured questionnaire consisting of items with Likert scale and open-ended questions. The results indicated moderate levels of exam anxiety in general with the cognitive and emotional symptoms being more evident than the physiological symptoms. Factors that were found to be the greatest causes of anxiety were found to be lack of preparation, fear of low grades and difficulty of understanding English lessons. Students also indicated that anxiety caused memory loss, difficulty concentrating, lack of confidence, loss of motivation, and poor grades. Open-ended answers showed that children felt that preparation, time management, adequate sleep, support from teachers and supportive exam conditions would help to alleviate anxiety. The study also found that both levels of preparedness and the high stakes with which English is being taught as a gatekeeping subject in foundation programmes are determinants of anxiety in this context. The results indicate that a combination of academic, pedagogical and institutional support is required to reduce exam anxiety.
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