Language Performance in English and Test Anxiety Among Pre-Service Education Students

Abstract

This study aimed to determine the test anxiety level of the pre-service education students in terms of emotionality and worriedness about their language performance in English. The study also examined the relationship between the level of worriedness and emotionality of the preservice education students. The study was conducted at a university in Echague, Isabela, Philippines. There were 264 respondents as the selected sample size. English Proficiency Test and Test Anxiety
Inventory (TAI) were utilized as research instruments in the study. With the use of the SPSS, data were analyzed. The findings of this study revealed that pre-service education students had a high level of anxiety during the test. Likewise, there was a significant relationship between test anxiety and language performance in English. This study provided information about test anxiety that would allow administrators and teacher leaders to lead schools to excellence. It is expected to generate social change by leading to changes in curriculum and instructional strategies. The results could also aid in the development of prevention and intervention programs, which, in turn, could decrease test anxiety and increase students’ success.