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Research Article Summary
Research Article Summary
Academic Writing
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The purpose of the article is to explore the dynamic relationships between the oral
performance of English learners of different levels, their test anxiety, and the strategies they
employ to solve the communication problems that arise in the exam room.
To examine their hypotheses, Zhang and Liu (2013) had conducted 2 studies. The former
provided insights into the learners’ overall assessment of the favourable or unfavourable effect of
test anxiety, and their preferences for the 8 communication strategies (including social affective
while speaking, message abandonment strategies, and attempt to think in English strategies).
Meanwhile, the latter delved into the levels of anxiety experienced and the communication
strategies utilized by learners of different levels of English proficiency (low, intermediate, and
high) as well as how these two affective factors meant to the final oral test results.
The conclusion was that anxiety had a significantly negative impact on learners’ testing
results despite the opposite belief by the majority of respondents. Learners also employed a
who showed a lower level of anxiety, frequently used more successful communication strategies
meaning while speaking strategies, and nonverbal strategies while speaking), and vice versa,
lower-level learners generally felt more anxious and made use of less successful strategies
(including message reduction and alteration strategies, message abandonment strategies, and
With these findings, the authors raised the need for the specification of test anxiety in the
marking criteria of future oral tests in order to minimize the unfavourable effect of test anxiety.
They further emphasized the understanding of communication strategies among second language
learners and the use of strategy-based activities and materials in teaching speaking. However, as
stated by Zhang and Li, they did not address other affective factors that may affect learners’ oral
test performance, such as culture and body language, which is open for future discussion and
research.
References
Zhang, W., & Lin, M. (2013). Evaluating the Impact of Oral Test Anxiety and Speaking Strategy
Use on Oral English Performance. The Journal of Asia TEFL, 10(2), 115-148.