Portfolios as a strategy to lower English language test anxiety: the case of Chile

Contreras-Soto, Amanda, Veliz-Campos, Mauricio and Veliz, Leonardo 2019, Portfolios as a strategy to lower English language test anxiety: the case of Chile, International journal of instruction, vol. 12, no. 1, pp. 181-198, doi: 10.29333/iji.2019.12112a.

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Title Portfolios as a strategy to lower English language test anxiety: the case of Chile
Author(s) Contreras-Soto, Amanda
Veliz-Campos, Mauricio
Veliz, LeonardoORCID iD for Veliz, Leonardo orcid.org/0000-0003-2489-7484
Journal name International journal of instruction
Volume number 12
Issue number 1
Start page 181
End page 198
Total pages 18
Publisher Eskisehir Osmangazi University
Place of publication Eskisehir, Turkey
Publication date 2019-01
ISSN 1308-1470
Keyword(s) Test anxiety
Writing portfolios
Assessment in EFL
Language testing in Chile
Summary Language tests are widely used in education as the primary mode of assessing students’ learning. These, however, more often than not, generate high levels of anxiety in students, which, in turn, obscures the observed learning behaviours. The present study aimed to determine whether or not 6th graders’ levels of test anxiety could be reduced through the use of a writing portfolios strategy. Drawing on a mixed-methods approach, our study used one-group non-randomised pre-and post-test surveys along with a focus group interview. The pre-test survey was administered on 26 students in order to determine the initial levels of test anxiety. This was followed by a four-week writing portfolios intervention. Upon completion of the intervention procedure, the post-test survey was administered to find out the potential impact of the use of writing portfolios on the reduction of test anxiety levels. Through the use of descriptive statistics and a paired t-test, the test data revealed that writing portfolios contribute to the lowering of students’ test-related anxiety. Furthermore, the analysis of the focus group interview data showed that learners gained greater levels of confidence.
Language eng
DOI 10.29333/iji.2019.12112a
Field of Research 200302 English Language
130204 English and Literacy Curriculum and Pedagogy (excl Lote, Esl and Tesol)
Socio Economic Objective 930102 Learner and Learning Processes
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2019, International Journal of Instruction
Persistent URL http://hdl.handle.net/10536/DRO/DU:30114864

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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