Volume: 19 Issue-01 (January-June) 2024

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ENGINEERING UNDERGRADUATES VERBAL DILEMMA: EXAMINING THE INFLUENCE OF TEST ANXIETY BEFORE, DURING AND AFTER ENGLISH LANGUAGE SPEAKING ASSESSMENT

ABSTRACT

This study explores how affective filters, defined by linguist Stephen Krashen as unseen psychological barriers that either facilitate or impede language learning, influence the speaking abilities of engineering undergraduate students. Specifically, this paper delves into the role of "test anxiety" in classroom speaking assessment in English language. The study employs the Achievement Emotions Questionnaire assessing eight test-related emotions, which are enjoyment, hope, pride, relief, anger, anxiety, shame, and hopelessness. A representative sample of 150 freshman engineering students took 3-fold tests that is; before, during and after the English-speaking test recorded their responses on a 5-point Likert scale, 1 being strongly disagree and 5 being strongly agree. A descriptive analysis of this extensive 3-fold investigation offers valuable insights into the emotional states that students go through. The findings revealed high levels of test anxiety and its correlation with speech inhibition. There is a strong presence of worry, nervousness, and anxiousness before the speaking test. The physiological manifestations of the test anxiety like shaky hands, increased pulse is seen during the speaking test. There is a great relief, release from stress of the speaking test and the built-up tension dissipates after the test is over. This paper contributes to a nuanced understanding of language learning challenges and provides a comprehensive understanding for English language teachers that a student’s learning experience is three dimensional and all perspectives must be taken into consideration to design apt interventions to reduce test anxiety and enhance speaking skills in the classroom.

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