Does Efl Remote Learners' Anxiety Affect Their English Proficiency? A Case In A University Distant Classroom During Pandemic Covid-19

Nur Habibah; Nurcahyo .; Irfan Cahyapradana; Rachmah Ganif Fiani

doi:10.20414/cordova.v11i2.4551

Authors

Nur Habibah MBI Amanatul Ummah, English Literature Department, Universitas Islam Negeri Sunan Ampel Surabay
Nurcahyo . MBI Amanatul Ummah, English Literature Department, Universitas Islam Negeri Sunan Ampel Surabay
Irfan Cahyapradana MBI Amanatul Ummah, English Literature Department, Universitas Islam Negeri Sunan Ampel Surabay
Rachmah Ganif Fiani MBI Amanatul Ummah, English Literature Department, Universitas Islam Negeri Sunan Ampel Surabay

DOI:

https://doi.org/10.20414/cordova.v11i2.4551

Keywords:

test-taking; English proficiency; learner’s anxiety; language performances

Abstract

Psychological traits like anxiety have long been linked to influencing test performance. Since the Covid-19 pandemic where tests are now conducted online, what students feel and experience may be different too. This study was born to investigate the students’ anxiety level during taking tests online, which anxiety type influences their online test-taking most, and how the overall correlation is. A total of 40 students in the second semester of the English Language Education Department in UIN Sunan Ampel Surabaya were asked via an online questionnaire. The result showed within 40 participants, only 6 of them were in an advanced level of English proficiency, around 452.15 on average, which had not exceeded 500 as the EFL university standards. While related to their test anxiety, anxiety management gave the most influence on their anxiety, and reading comprehension is the opposite. More importantly, related to the correlation of English proficiency and test anxiety, the result of this study showed the Pearson’s correlation coefficient between EFL learners’ anxiety and their English proficiency score is r_s = -.144. It means the statistical analysis shows there was a correlation between EFL remote learners and their English proficiency test, although it was weak. It can be concluded that although students had a distant English proficiency test, the influence of their test anxiety was not really significant for weak correlation and only in a medium range.

Downloads

Download data is not yet available.

References

Alruwais, N., Wills, G., Wald, M. (2018). Advantages and Challenges of Using e-Assessment. International Journal of Information and Education Technology, Vol. 8 (1)

Amiryousefi, M., Tavakoli, M. (2011). The Relationship between Test Anxiety, Motivation and MI and the TOEFL iBT Reading, Listening and Writing Scores. Iran: University of Isfahan

Ary, Donald., et al. (2006). Introduction to Research in Education. USA: Cengage Learning

Bolatov, A.K., Seisembekov, T.Z., Askarova, A.Z. et al. (2021). Online-Learning due to COVID-19 Improved Mental Health Among Medical Students. Med.Sci.Educ. 31, 183–192.

Brooks S.K., Webster R.K., Smith L.E., Woodland L., Wessely S., Greenberg N., Rubin G.J. (2020). The psychological impact of quarantine and how to reduce it: a rapid review of the evidence. Lancet.

Brown, D. J. (1995). The Element of Language Curriculum. USA: the University of Hawaii at Manoa

Cassady, J. C. & Gridley, B. E. (2005). The effects of online formative and summative assessment on test anxiety and performance. Journal of Technology, Learning, and Assessment, 4(1). Available from http://www.jtla.org

Charles, Alderson. J. (2009). Test of English as a Foreign Language™: Internet-based Test (TOEFL iBT®). UK: Lancaster University

Cresswell, John. W. (2011). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Fourth Edition. Boston: Pearson Education

Dewantaria, Tri, Barep Hapit Surya Putra, Siti Zahra Bulantika. (2021). Students' Anxiety Levels During Online Learning During the Covid-19 Pandemic. IJAGC: International Journal of Applied Guidance Counseling Vol. 2 No. 1

Duraku, Zamira Hyseni. (2016). Factors Influencing Test Anxiety among University Students. University of Prishtina: EjSBS.

Hughes, Arthur (1989). Testing for Language Teachers. Great Britain: Cambridge University Press

Kunnan, A. J. (1995). Test taker characteristics and test performance. Cambridge, England: Cambridge University Press.

Kusuma, Widia Wardani. (2018). The Characteristics of Anxious Students in Speaking Classrooms. Journal of Foreign Language Teaching & Learning VOLUME 3, NO. 2

Peters Mayers, Diane . (2008). Overcoming School Anxiety: How to Help Your Child Deal with Separation, Tests, Homework, Bullies, Math Phobia, and Other Worries. USA: AMACOM

Phakiti, Aek. (2014). Experimental Research Method in Language Learning. USA: Bloomsbury

Sakka, S, Nikopoulou, V.A., et.al. (2020). Assessing test anxiety and resilience among Greek adolescents during COVID-19 pandemic. Journal of Mind and Medical Sciences: Vol. 7: Iss. 2 , Article 8.

Seidikenova, A., Malshy, M., Akkar, A. (2020). LANGUAGE ANXIETY IN ONLINE EDUCATION. al-Farabi Kazakh National University: jhumansoc

Woldeab, D., Brothen, T. (2019). 21st Century Assessment: Online Proctoring, Test Anxiety, and Student Performance. IJEDE: AU PRESS

Wang X, Hegde S, Son C, Keller B, Smith A, Sasangohar F. ( 2020). Investigating Mental Health of US College Students During the COVID-19 Pandemic: Cross-Sectional Survey Study. J Med Internet Res 2020;22(9):e22817

Zheng, Y., Cheng, L. (2018). How does anxiety influence language performance? From the perspectives of foreign language classroom anxiety and cognitive test anxiety. UK: University of Southampton

“TOEFL SKILLS.” Accessed June 22, 2021. http://www.toeflskill.com.html.

“Graduateshotline.” Accessed June 23, 2021. https://www.graduateshotline.com/toefl/score-conversion.html