ESL learners feel anxious when doing reading comprehension tests Essay

This motif will explore in reasonableness all the implications of the claim that ESL learners palpate anxious when doing reading comprehension tests. First of all, the psychological and social causes of disturbance in ESL speakers during reading comprehension assignments will be explored and analyzed. Secondly, the level of solicitude will be assessed. Finally, the paper will suggest several ways to reduce negative palpateing associated with performing reading comprehension tests by ESL speakers. Psychological causes of anxiety in ESL students partially mirror the experience of any(prenominal) other school related anxiety.Students be unsure of their abilities under the conditions of inwrought (i. e. a desire for self-affirmation) and external (i. e. a desire to please parents) pressure. Presently, students feel an incredible pressure to achieve and be at the top of their class, since the credit that school grades determine their future comes very early. Therefore, the joy of learning is oftentimes transformed into a struggle to excel (DeNoon, 2007). High expectations and competitive environment contribute greatly to the experience of anxiety and even panic.As concerns the malignity of anxiety experienced by ESL speakers, it big businessman range from slight psychological discomfort to serious physical symptoms. For example, short-term memory dismission might be the result of extreme anxiety (the feeling of suddenly call up the correct answer immediately after turning in the test). strong-arm expressions of anxiety whitethorn include rapid pulse, a feeling of breathlessness, trembling, sweaty palms, juiceless mouth, chest pains, digestive problems such as nausea or diarrhea, loss of appetite, headache, sleeplessness, and stomach ache (BUPAs Health Information Team, 2004).Anxiety may also result in undesirable social consequences, such as loss of trust between parents and students, since the latter sometimes tend to bury the difficulties they e ncounter, as well as test results. Such behavior ultimately results in unfavorable family atmosphere. The practical values of this explore lies in the theatre of practices and methods aimed at eliminating the causes of anxiety and helping students benefit fully from the learning process. ban thoughts about possible failure discourage active learning and, interpreted to extreme, can produce a generally devastating effect on personality development.Furthermore, anxiety during the testing process can distort result, since students who are able to control their emotions better will tend to get higher(prenominal) score, despite the fact that their knowledge might be less sleep with as compared to students who suffer from extreme anxiety. Together with exercises aimed at increasing students self-confidence, repose exercises might be very helpful for those who suffer from anxiety. It is also of predominant importance to teach students to plan their time for taking the test so that t hey would not feel lost and experience a state of panic.The methods of research will be qualitative and will include questionnaires and interviews. At hotshot hand, questionnaires will help to gather statistically significant data and read the pervasiveness of the problem. From another perspective, interviews will help to research the problem in depth by analyzing students perceptions, emotions, and experiences. Therefore, the combination of these research methods will provide the most sinless picture of anxiety in ESL speakers during reading comprehension tests.