Test Preparation: Reducing EFL Test-takers’ Stressful Barriers

Abstract

This study tried to verify whether EFL teachers provide their students with test taking strategies and prepare them well in advance in order to reduce the stressful barriers that face them when taking tests. The theoretical framework of this study covered relevant material on the subject matter in order to shorten the gap between tests and test takers in this regard. The instrument used was a questionnaire based on material close to test preparation and test stress. It includes (20) items, each one on was based on a 5-point Likert Scale. It was given to (100) Sudanese students majoring in English. A questionnaire to collect the data needed to make the statistical analyses check them against the hypotheses of the study has been used. The data obtained analyzed by using (SPSS) program. Descriptive analysis was presented to calculate the means and the standard deviations for each item of the questionnaire. The findings proved that stress did not promote students to study well in advance of the examinations. Furthermore, students did not familiarize themselves with the type of questions that will be given before taking the test. Interestingly, students found their test stress reduced when they started to study more regularly. Based on these findings, it has been recommended that teachers should encourage their students to form study groups. Their aim is to exchange knowledge and provide support and encouragement for one another. Students should not have frantic review just before the test time; it will be more confusing methods than helpful ones. Finally, no meaningful correlation was found due to gender and test stress.