Anxiety of university students in Taiwan about the General English Proficiency Test

Abstract

In this study we examined whether or not university students in Taiwan experience anxiety when taking the General English Proficiency Test (GEPT), and whether there are differences in GEPT anxiety levels among students according to gender and/or personality. We developed a GEPT test anxiety scale (GEPT-TAS) to explore the anxiety levels of university students. The final questionnaire included 36 questions, covering the cognitive, emotional, and affective dimensions of test anxiety. Several conclusions can be drawn from the findings of this study. First, university students do experience GEPT test anxiety. Second, females experience more emotional anxiety than do males. Third, students who are inclined to be introverted tend to experience more anxiety compared with students inclined to be extroverted.

How extroversion affects student attitude toward the combined use of a wiki and video recording of group presentations

“…Therefore, the effect of enjoyment cannot be assessed. However, these aspects have been widely included in the use of blogging, a technology in which the user also displays herself (Wang et al, 2010(Wang et al, , 2012bWang & Liao, 2012). Our findings show that enjoyment is an antecedent of attitude but not of satisfaction, which confirms other studies that analyze the relationship between enjoyment, behavioral attitude and satisfaction on social media such as Facebook (Lee, Xiong & Hu, 2012).…”

“…Extroversion is a type of personality trait that is important in contexts of public speaking (MacIntyre & Thivierge, 1995;Wang & Liao, 2012). In our case, extroversion is important because students have to speak in public and their performance is recorded and put on the class wiki, so all their classmates can see it.…”

An exploration of students’ voices on the English graduation benchmark policy across Northern, Central and Southern Vietnam

“…Indeed, the inherent problems of one-size-fits-all assessment lead to test-driven orientation in teaching and learning English (Gipps, 2002). Accordingly, there has been an increasing source of dissatisfaction among students who are under pressures of test preparation and cramming (Wang & Liao, 2012). Similarly, Chen and Squires (2010) state that the policy increases students' test anxiety.…”

Prevalence of test anxiety and its determinants among nursing students in Selangor, Malaysia

“…Symptoms such as headaches, diarrhea, increased respiration, and dizziness. In the most extreme instances, individuals may have symptoms such as nausea, difficulty breathing, or even a complete panic attack [ 1 ], and all this can prevent any learning from taking place, which in turn impacts the student's academic achievement. Students experience various emotions in response to the pressure of tests and examinations, with test anxiety (TA) being the most prevalent.…”