网络环境下大学生英语机考焦虑实证研究

ResearchonCollegeStudents’Computer-aidedEnglishTestAnxietyCONTENTSTOC\o"1-3"\h\u11568Abstract i12888摘要 ii10458Introduction 190421LiteratureReview 225901.1DefinitionsofRelatedKeyTerms 2170361.1.1Anxiety 2175371.1.2TestAnxiety 3101981.1.3Computer-aidedLanguageTest 4167421.2RelevantStudiesatHomeandAbroad 4277711.2.1ResearchonLanguageTestAnxietyAbroad 4318971.2.2ResearchonLanguageTestAnxietyatHome 5281851.3PastResearchGapsandPresentResearchQuestions 6292462ResearchMethodology 7249192.1Subjects 7207712.2Instrument 7315922.3DataCollectionAndAnalysis 7155663ResultsAndDiscussion 8287853.1GeneralSituationofCollegeStudents’Computer-aidedEnglishTestAnxiety 812063.2GenderDifferencesinCollegeStudents’Computer-aidedEnglishTestAnxiety 9139003.3CorrelationbetweenCollegeStudents’Computer-aidedEnglishTestAnxietyandAchievement 1088413.4ImplicationsforEnglishLearnersandTeachers 11138923.4.1ImplicationsforEnglishLearners 1280513.4.2ImplicationsforEnglishTeachers 1211699Conclusion 1216572Bibliography 1415541Appendix 167739Acknowledgements 18IntroductionInrecentyears,withthecomingofbigdataage,moreandmoreresearchersandexpertsbothathomeandabroadhavebeenconductingvariousresearchoncomputer-aidedEnglishtestanxiety.Basedonalargeamountofstudiestheyprovedthattheanxietyofcomputer-aidedEnglishtestdoeshavegreatimpactonstudents’languagelearning.Byanalyzingdatacollectedfromquestionnaire,thepresentthesisaimstoexplorecurrentsituationofcomputer-aidedEnglishtestanxietyforcollegestudents,itsgenderdifferenceandthecorrelationbetweencollegestudents’computer-aidedEnglishtestanxietyandachievement,whichhasacertaintheoreticalandpracticalsignificance.Thispaperconsistsoffourparts.Therearesomerelatedresearchesontestanxietyathomeandabroad.Thesecondpartintroducesthemethodsusedinthisstudy,includingresearchparticipants,researchtools,datacollectionsanddataanalysisprocedures.Inthepartthree,basedonthequestionnairedata,thefourresearchproblemsofthisstudyarediscussed.Thefourthpartistheconclusion,includingthemainconclusionsofthisstudy,thelimitationsofthisstudyandsuggestionsforfuturedevelopment.1LiteratureReviewInthischapter,wewillbrieflyintroducetherelatedliteratureofpresentstudy.Firstly,thegeneralintroductionstocomputer-aidedEnglishtestanxietywillbeillustratein1.1,includingthedefinitionsandrelatedtheories.Then,inthesection1.2,thispaperintroducestheresearchstatusofcomputeranxietyathomeandabroad.Finally,thepreviousresearchgapsandtheexistingproblemsinthecurrentresearcharelisted.1.1DefinitionsofRelatedKeyTerms1.1.1AnxietyTherearesomedifficultiestodefineanxietysimply,becausetherearemanydifferencesinitsdefinitionandcriteria.AccordingtoFreud(1936),anxietyisaquitespecialstateofdispleasurewithactsofdischargealongparticularpaths.TheFreudiantheoryofanxietyisonthebasisofclinicalpsychotherapy.AndFreudianlaunchedathoroughlycomprehensiveconceptofanxiety.Sullivian(1956)thoughtindividualsareseparatedfromcomfortableenvironmentandinanisolatedsituation,andheregardedanxietyasdisjunctive.Somanystudieshaveshownthatanxietyhasaverygreatinfluenceoncognitivefunction.Young(1992)reviewedthatoneofthecurrentchallengesinforeignlanguageclassistocreatealow-anxietylearningenvironment.Andstudiesindicatethatmoderateanxietyiscontributedtolanguagelearningandmayaffectstudents'learningattention.InWangYinquanandWanShuyu's(2001)perspective,anxietyresultsfromfailuresorfrustrations,whichleadstolearners'guiltyorself-respectgrowingtoarousefear,worryandothernegativeemotions.LiuHuicong(2008)definedanxietyasakindofcomplexemotionalreaction,whichismixedwithworry,tensionandstress.Inaconclusion,anxietyisafeelingoffearwithoutobjectivereasonsthatcananticipatethefutureorbadsituation.Itmakesstudentsuncomfortable,worryandnervousandkeepsthestateofpaniccontinually.What'smore,anxietyhasaneffectontheregularperformance.Thus,itisverydifficulttoovercomeanxiety.1.1.2TestAnxietyTestanxietybelongstoacomplexemotionalphenomenon.ItisalsoanothercrucialfactorconcerningEnglishlearning.Foralongtime,itisquitepopularamongteachersandeducationalpsychologists.Asamatteroffact,itisacomplexjobtogiveadefinitiontotestanxiety.Thus,therearedifferentunderstandingsandperspectivesonit.Andsomeofthemarepresentedasfollows.HorwitzandCope(1986)pointedoutthatforeignlanguageanxietyresultsfromtheinauthenticconnectedtounskillfulsecond/foreignlanguagecommunicativeabilities.Andforeignlanguageanxietyconsistsofthreeaspects,suchastheworryorfearinthetargetlanguagewhilecommunication,testanxietyandthefearofnegativeevaluation.Samson(1988)suggestedthatunderthesituationofevaluation,studentswillhaveatendencytosufferfromnegativeemotionalreactions,suchascognitioninterference,asenseoffailureandafeelingofminatoryperception.Besides,testanxietyisdividedintofourparts:worry,tension,test-irrelevantthoughts,andbodilysymptoms.Maclntyre&Gardner(1994)announcedthatforeignlanguageanxietyisakindoffeeling,suchasworry、tensionandfear.Thosewouldbearose,ifstudentswereinthesecondlanguagecontext.ZhengRichang(1994)claimedtestanxietyasamentalstate.Itisshowedbydifferentemotionalreactions,suchasworry,avoidanceanddefence.Anditiscontrolledbyindividuals'evaluationsandcognition,personalitiesandotherpsychologicalfactorsbeforethetestandduringthetest.PengMingfang(2002)definedtestanxietyasastateofanxietythatcausesspecificevaluationsinwhichindividualstendtoexperiencesweatheartattacksandunease.XiongJiangling(2004)thinksthattestanxietyiscausedbycertainexaminationsituation.Testanxietyiscomposedofmanysubjectiveandobjectivefactors,suchasschool,family,andeventhepressureofstudentsthemselves.Thisisacomplexemotionalresponsetoavoidanceanddefense,oftencharacterizedbyworryingaboutexams.Therefore,itcanbeconcludedthatEnglishtestanxietyisakindofpassiveemotion.Anditischaracterizedbynervousness,fearoffailure,andlackofconfidencewhenindividualsconfrontwithanevaluationsituation.1.1.3Computer-aidedLanguageTestDaviesetal(2002)arguedthatcomputer-aidedlanguagetestcanbenamedcomputer-assistedlanguagetesting,computer-adaptivelanguagetesting,computer-basedlanguagetesting,computer-enhancedlanguagetestingandcomputer-managedlanguagetesting.WangJinquan(2015)claimedthatcomputer-aidedlanguagetestisdividedintotwosides,suchasweb-basedlanguagetestandInternet-basedlanguagetest.Theformerreferstothetestslearnerstaketogetherinthemultimediaclassroomattheregulartime.However,thelatterreferstotheonelearnerstakebyselectingtimeandplaces.WangJinquan(2015)alsosuggestedthatcomputer-aidedlanguagetestreferstotestinglearners'languageabilityoncomputers.Andlearners'answerscanbereadbythescannerofcomputer.Thenteacherscancheckthetestpaperonthecomputers,evaluatinglearners'languageabilitybytheirachievementreports.Generallyspeaking,computer-aidedlanguagetestingisamethodofcomputer-aidedtesting,whichcanbeusedindifferentfields.Inthefieldofteaching,wecanusecomputertoteststudents'learningeffectandevaluatetheirlearningability.1.2RelevantStudiesatHomeandAbroad1.2.1ResearchonLanguageTestAnxietyAbroadAvarietyofrecentstudieshavedemonstratedsignificantdifferencesintheemotivereactionsofexamineestovariouslanguagetests.Anddozensofresearchreportsinpsychologyliteratureidentifybothfacilitatinganddebilitatingresultsfromtestanxiety.Dolly(1986)developedanoralproficiencytest,theOralProficiencyInterview(OPI),whichmaybecometheofficialtestoforalperformanceforprospectiveforeignlanguageteachersinTexas.ProfessionalsinforeignlanguageeducationareraisingconcernsabouttheeffectofanxietyonOralProficiencyInterviewratings.ThepurposeofthisstudywastoprovideanassessmentofhowanxietymayinfluencescoresontheOPI.HorwitzandCope(1986)claimedforeignlanguageanxietyandaninstrument.ItisForeignLanguageClassroomAnxietyScale(FLCAS).Theformerarethestandardsofuncertainlinguisticandsocio-culturalfortheindividualcommunicationattempts.Thelatterisusedtomeasureforeignlanguageanxiety.Horwitz(1986)wasthefirsttousetheFLCAS.Hefoundithadamoderatenegativerelationshipbetweenforeignlanguageanxietyandperformance.Maclntyre&Gardner(1989)alsomadethesameconclusionsonavocabularylearningtask.However,previousstudieshaveshownthatthereisnocorrelationandpositivecorrelationbetweensecondforeignlanguageacquisitionandanxiety.Horwitz(2001)claimsthattestanxietyhasinfluencedlanguagelearningandperformancesincethemiddle1960s.Alargenumberofstudieshaveshownthatthereisanegativecorrelationbetweenforeignlanguagetestanxietyandlanguageachievement.Kristen(2005)discussedthepotentialpositiveandnegativeeffectsof

computer-based

testingandprovidedsuggestionsregardinghowtoevaluatethecontributionsof

computer-based

testing

tomorevalidmeasurementpractices.

Horwitz(2008)investigatedtherelationshipbetweensecondlanguageclassroomanxietyandsecondlanguagewritinganxietyanditsrelationshipwithsecondlanguageoralandwritingperformance.TheresultsshowthatHorwitz'ssecondlanguageclassroomanxietyscale,Cope'sForeignlanguageclassroomanxietyscaleandsecondlanguageWritinganxietyscalearetwointerrelatedbutindependentstructures.Klinger(2013)examinedtest‐takers'motivation,testanxiety,andtestperformanceacrossarangeofsocialandeducationalcontextsinthreehigh‐stakeslanguagetestsElyas(2018)discussedthenatureoftestanxiety,itscomponents,majorconceptualadvancementsinthefield,andsomeoftheinterventionstrategiesaimedatreducingtheeffectoftestanxietyonstudentperformance.1.2.2ResearchonLanguageTestAnxietyatHomeThescientificresearchonChineselanguagetestanxietycanbetracedbacktothelate1980s.LingWenquanpublishedsomearticlesaboutexamanxietyin1985.ThentheTAIwasusedtoevaluatethetestanxietyofChinesecollegestudents,andthesourceoftestanxietywasanalyzed.Secondly,LingWenquan,ZhengRichangandChengYongshengpublishedthefirstsystematicexamanxietybookin1990.WangCaikang(1995),professorofSouthChinanormalUniversity,studiedcollegestudents'testanxietyinthefieldofforeignlanguagesinthe1990s.Onthebasisofpreviousresearch,ProfessorWangproposedtheChineseversionofFLCAS.Itisconsideredtobeareliableandeffectivetesttool,whichcanbeusedtomeasureChinesecollegestudents'foreignlanguagetestanxiety.Itisdividedintofourparts:anxiety,speechanxiety,emotionanxietyandcommunicationanxiety.Inaddition,hefoundthatboysaremoreanxiousinEnglishclassesthangirls.KongYuqin(2005)investigated239middleschoolstudentsinSuzhou.ThereisasignificantnegativecorrelationbetweenEnglishtestanxietyandstudents'Englishachievementinherviews.Theresultsshowedthat47%ofthestudentshadmoderateanxiety,39.3%hadmildtestanxietyand13.7%hadhighertestanxiety.RenXina(2008)investigated51studentsinmiddleschoolofChengdu.AndtheoverallEnglishtestanxietybelongstomoderate.Shealsofoundthathigh,moderateandlowtestanxietyisrespectively91.68,67.64and15.33.Inaddition,thereisanegativecorrelationbetweenEnglishtestanxietyandtestscores.Chen(2009)investigatedthepossibleexistenceofcausallinksbetweenanxietyandlanguagelearningdifficultiesbyusingtheForeignLanguageClassroomAnxietyScale(FLCAS)(Horwitz,Horwitz,&Cope,1986)toexamineanxietyandtheForeignLanguageScreeningInstrumentforCollegestoexplorelearningdifficultyvariables.Asurveyon276studentsathighschoolinXuzhoumadebyWangFengxian(2011).Shefoundthat9.9%oftheinvestigatedstudentshaveseveredtestanxiety,butmoderateandmildtestanxietyaccountfor26.6%,56.1%respectively.Andtherestofstudentsoccupies7.6%.Meanwhile,thestudyalsoshowedthatfemalestudentsandmalestudentshavenosignificantdifference.Yang(2014)examinedtheanxietyprofilesof87CHLlearners,enrolledinseparatedheritage‐trackcoursesattwoU.S.universitiesfromalargersampleof192Chineselanguagestudents.Theresultsindicatedthatofthefourlanguageskill‐basedactivities,writingprovokesthemostanxietyinCHLlearners,andstudents'avoidancebehaviorwasfoundtobestrongestinthethreesubcomponentsofwritinganxiety.WangYanqin(2014)surveyed200studentsfrommiddleschoolandhighschoolinYichuan.Ontheonehand,shestatedthattheoveralltestanxietyofstudentsismoderate.Ontheotherhand,Englishtestanxietybetweenmalesandfemalesisdifferent.Forexample,menhavehigherEnglishtestanxietythanwomen.Inaddition,thestudyshowedthat14%ofstudentshadnotestanxiety,46%hadmildtestanxiety,36%hadmoderatetestanxiety,and4%hadseveretestanxiety.Chang(2018)claimedpreviousresearchonaffectinsecondlanguagelearningfocusesmainlyonanxietyandmotivation,inparticularonspeakingandwritingskills.RecentresearchshowsthataffectisanimportantfactoraffectingL2listeners.Aboveall,therearethreerespectsonlanguagetestanxiety,suchastheoverallEnglishtestanxiety,therelationshipbetweengenderandtestanxietyinEnglish,andtherelationshipbetweenEnglishachievementsandEnglishtestanxiety.AndthesestudiesinChinaprovidesolidfoundationforthefuture.1.3PastResearchGapsandPresentResearchQuestionsOnthebasisofliteraturereview,althoughgreatachievementshavebeenmadeinthefieldofcomputer-aidedlanguagetesting,therearestillsomelimitations.Theresearchoncomputer-aidedlanguagetestingstartedlateinourcountry,andthequantityisnotmuch.However,theresearchontheinfluencingfactorsofcomputer-aidedlanguagetestinginChinaisstillintheexploratorystage.Withthepurposetoenrichthefindingsinthisfield,thepresentstudiesintendtoexplorecollegestudents’Englishlearningbyquantitativeresearchmethodwiththespecificresearchquestionsasbelow:Whatisthegeneralsituationsofcollegestudents’computer-aidedEnglishtestanxiety?Istheresignificantgenderdifferencesincollegestudents’computer-aidedEnglishtestanxiety?Whatiscorrelationbetweencollegestudents’computer-aidedEnglishtestanxietyandachievement2ResearchMethodologyInthispart,themethodusedinthisstudyisdescribed.Basedontheintroductionofthesubject,theinstrumentusedinthisstudyisdescribed.Finally,theresearchprocess,datacollectionanddataanalysisaredescribedindetail.2.1SubjectsInthisstudy,125sophomoresfromauniversityinShandongprovincewereinvestigatedbyclusterrandomsampling,including59Englishmajorsand66non-Englishmajors,56boysand69girls.2.2InstrumentTheresearchtoolusedinthepresentstudyisquestionnaire,whichconsistsoftwoparts:personalprofileandChineseversionoftheComputer-aidedEnglishTestAnxietyScale.ThescaleisadaptedfromSarason(1988)accordingtotheresearchpurposeandlanguagelearningrealityinthepresentsurvey.Thewholescalecontains36questions,whichwasscoredon5-pointLikertscale,rangingfrom“stronglyagree”to“stronglydisagree”.AccordingtotheLikert-scalesystem,ifthemeanscoreofeachitemislessthan2.4,itindicatesthere’snotestanxiety.Andifthemeanscoreismuchgreaterthan3.5,including3.5,itisdefinedasseveretestanxiety.Moreover,ifthemeanscorerangesfrom2.5to3.4,itcanbeconcludedthatthetestanxietytheisinthemediumlevel(Oxford&Burry-Stock,1995).2.3DataCollectionAndAnalysisBeforethesurveywasimplemented,theEnglishteachersinvolvedinthesurveywerecarefullytrainedandtheirspecificguidancewereunified.ThequestionnairewasconductedbyEnglishteachersintheirEnglishclassesinthesecondweekofApril2019for20minutes.Aftercompletionofthesurvey,teachersfilloutthesurveytime,location,distributionandrecovery,etc.,andthequestionnairerecoveryrateis100%.Atotalof121validquestionnaireswereobtained,including57forEnglishmajorsand64fornon-Englishmajors,aftereliminatingthequestionnaireswithincompleteanswersorobviousfixedanswers.Thenallthedataareinputintothecomputer,andthedataisprocessedandanalyzedbySPSS.3ResultsAndDiscussionThroughtheanalysisofquestionnairedata,thischapterdiscussesandstudiestheresearchproblemsinthisstudy.First,thegeneralsituationofcollegestudents'computer-aidedEnglishtestanxietywasintroducedinsection3.1.Next,Section3.2discussesthegenderdifferencesincollegestudents'Englishtestanxiety.Then,Section3.3explorestherelationshipbetweencollegestudents'computer-aidedEnglishtestanxietyandtheirscores.Lastbutnotleast,Section3.4liststheimplicationsforEnglishlearnersandteachers.3.1GeneralSituationofCollegeStudents’Computer-aidedEnglishTestAnxietyInordertoanswerthefirstresearchquestionaboutthegeneralsituationofcollegestudents’computer-aidedEnglishtestanxiety,descriptivestatisticswasperformedinthissection.Table3-1DescriptiveDataofOverallScaleNMinimumMaximumMeanStd.DeviationOverallScale1214016497.5610.83AsshowninTable3-1,thesubjects'totalscoresofthewholescalerangedfrom40to164withanaveragescoreof97.56（M=2.71foreachitem)andastandarddeviationof10.83.Asstatedin2.2,ifthemeanscoreofeachitemrangesfrom2.5to3.4,itcanbeconcludedthatthetestanxietytheisinthemediumlevel.Theresultsshowthattheanxietyofcomputer-aidedEnglishtestisinthemiddlelevel,andthereisgreatindividualdifference.Thecausesofstudents'anxietyincomputerexaminationscanbesummarizedasfollows:first,somestudentshavelowEnglishproficiency,lackofconfidenceintheexaminationprocess,fearofmistakes,anxietywillappearintheexamination.Second,themostcommonlyusedformofexaminationforstudentsiswrittenexamination,whichonlyneedpaperwritingandtowhichallofthelearnershavebeenused.Becauseofthepooroperationabilityofthecomputer,languagetesttakerswillconsideralotabouttheirrespondingspeed,whichwillleadtogreatanxietyandworry.Third,theproblempresentedbythecomputerisnotasclearandintuitiveasthatofthepaperversion,whichmayresultinstudents'anxiety.Fourth,thecomputerexaminationneedstoconsidermoreexternalfactors,suchaspageCatton,flashes,andsoon,whichwillalsocausestudents’testanxiety.Languagelearningissuchalong-termedboringacquisitionprocessthatshort-termeffortsmakeitdifficulttobringaboutsignificantprogressandbenefits.Moreover,repeatedfailureswillalsoenhancetheanxietyoflanguagelearners.Althoughcomparedwiththetraditionaltestmethod,computer-aidedEnglishtestanxietycanrelievelearners’uneasinessinsomecertainaspects,testanxietyisinevitable.Therefore,teachersshouldstrengthentheideologicalcommunicationwithstudentsindailyteaching,andrelievethepressureofstudentsintime.Ontheonehand,teachersshouldanalyzestudents'psychologicaldynamics,masterthedevelopmentoftheircognitiveactivities,andavoidstudents'anxiety.Andmoreover,itisnecessaryforteacherstoinsistonencouraging,givethestudentsenseofsecurity,makethestudentfullofself-confidence,sothementalityoftheexamcanbecorrectandanxietycanberelieved.Finally,indailyteaching,itishelpfultocreateaharmoniousclassroomatmosphere,inwhichstudentscanstudyinhappinesswithoutexcessiveanxiety.Ontheotherhand,studentsshouldconfidetheiremotionstotheirparents,teachersandclassmatesinordertorelievetheirlearninganxietyandreleaseanxietyandpressureintime.Allthemeasuresabovemaybeabreakthroughinimprovingandreducingstudents'anxietyincomputertests.3.2GenderDifferencesinCollegeStudents’Computer-aidedEnglishTestAnxietyTofindoutwhetherthereisagenderdifferenceforcollegestudentsincomputer-aidedEnglishtestanxiety,bothdescriptiveanalysisandindependentsamplesT-testwereusedinthispart.Table3-2GenderDifferenceinComputer-aidedEnglishTestAnxietyDimensionGenderNMeanStd.DeviationTPOverallscaleMale522.74.559.015.005Female6932.66.510AsshowninTable3-2,theindependentsamplet-testshowedthatthereisasignificantgenderdifference(t=.015,p=.005<.01)incollegestudents’computer-aidedEnglishtestanxiety.Sincethemeanscoreofmales(M=2.74)ismuchhigherthantheircounterparts(M=2.66),itindicatesthattheanxietyofmalestudentsissignificantlyhigherthanthatoffemaleones.Themalestudentsshowmoreanxietythanthefemalestudentsinthecomputer-aidedEnglishtests,whichcanbeexplainedasfollows.First,therearesomedifferencesinthewayofthinkingbetweenmenandwomen.Tobemorespecific,lotsofrelatedresearchinthepasthaveprovedthatthefemalestudentsarebetteratlanguagelearningthanthemalestudents,andtheleveloflanguageabilityofthemalestudentsisabitlowerthanthatofthefemalestudents.Anxietyismorelikelytooccur.Second,malestudentsaremoreactive,lively,whilefemalestudentsaremorecareful,patient,sointhelanguagetestfemalesaremorecalmthanmaleswhilemalesaremoreanxiousthanfemales.Inordertoovercometheanxietyoflanguagelearning,boysshouldsetuphealthypsychologicalqualityandtreatlanguagelearningwiththeattitudeofstriving,soasnottobetooanxious.Learningaforeignlanguageisnotassimpleasthemothertongue.Foreignlanguagelearnersshouldnotputtoomuchpressureonthemselves,norshouldtheybetoostrictwiththesettingofgoals.Itisbesttohaveagoalthatcansupervisetheirprogressandachievethroughhardwork.3.3CorrelationbetweenCollegeStudents’Computer-aidedEnglishTestAnxietyandAchievementThefollowingpartaimstoexplorethecorrelationbetweencollegeEnglishlearner’scomputer-aidedEnglishtestanxietyandtestachievement,inwhichPearsonCorrelationanalysiswasconducted.InordertoexploretheindividualismofcorrelationbetweendifferentcollegeEnglishlearner’scomputer-aidedEnglishtestanxietyandtestachievement,theparticipantsinthepresentstudyweredividedintothreegroupsaccordingtotheirtestscore.Tobemorespecific,thesampleswhosetestscoreareabove80belongtoG1,thesampleswhosetestscorearebetween60and80belongtoG2andthesampleswhosetestscorearebelow60belongtoG3.ThemeanscoreforthedifferentgroupsintheoverallscaleinTable3-3alsoprovedthesignificanceofthiskindofgroupdivision.Table3-3Computer-aidedEnglishTestAnxietyforDifferentLearnerGroupNMeanStd.ErrorMeanG1262.520.467G2782.880.609G3172.760.543Note:G1=SampleswithTestScoreAbove80G2=SampleswithTestScoreBetween60and80G3=SampleswithTestScoreBelow60AsshowninTable3-3,itindicatesthatthereisasignificantdifferenceincollegestudents’computer-aidedEnglishtestanxietyamongdifferentlanguagelearnerswithdifferentlanguagecapacity,sincethemeanscoreoflesssuccessfulstudents(G2,M=2.88;G3,M=2.76)ismuchhigherthantheircounterparts(M=2.52),whichindicatesthattheanxietyoflesssuccessfulstudentsissignificantlyhigherthanthatofsuccessfulones.Thelesssuccessfulstudentsshowmoreanxietythanthesuccessfulstudentsinthecomputer-aidedtest,whichcanbeexplainedasfollows.First,Thelanguageproficiencyoflesssuccessfulstudentsislowerthanthatofsuccessfulstudents.Therefore,lesssuccessfulstudentsshowsmoreanxietyintheEnglishtest.Second,successfulstudentsismoreconfidentinlanguagelearningandmoreeasyandcalmintheprocessoftest,whilebecauseofthelowerself-efficacy,forthelesssuccessfulstudents,moreself-doubtwillbedisplayedinthecomputer-aidedEnglishtest,whichwillleadtomoreanxiety.Third,successfulstudentswillgeneratemorelearningmotivation,experiencethesenseofachievement,thuslearnwithhappiness.Whileforthelesssuccessfulones,morelearninganxietywillbeproduced,whichwillhinderlearningandviciouscirclewilloccur.Inordertoovercometheanxietyoflesssuccessfulstudents,teachersshouldteachthemaccordingtotheiraptitude.Teachersshouldsetappropriatelearninggoalsforlesssuccessfulstudentsinordertoenhancetheirsenseofachievementandmotivationinlanguagelearningandenhancetheirinterestinlearning.Moreover,lesssuccessfulstudents’mentalhealthshouldbeadjustedactivelyandlanguagelearningshouldbedividedintosmallsteps.Communicatingwithteachers,connectingtheorywithpractice,enhancinginterestinlanguagelearning,activelycommunicatingwithclassmatesarealleffectivemethodstoreduceanxietyinlanguagelearning.Table3-4CorrelationbetweenComputer-aidedEnglishTestAnxietyandAchievementTestAnxietyforG1TestAnxietyforG2TestAnxietyforG3TestAnxietyforAllSamplesTestAchievementPearsoncorrelation-.180-.274**-.264**-.267**Sig.(2-tailed).142.028.045.036N267817121Note:**correlationissignificantatthe0.01level(2-tailed).AsshowninTable3-4,therewasasignificantnegativecorrelationbetweencollegestudents'computer-assistedEnglishtestanxietyandtheirtestscores(r=0.267,P=0.036<0.05).Inotherwords,thehigherthecomputer-aidedEnglishtestanxietylevel,thelowerthetestscores.Inotherwords,learners'testanxietycanhaveanegativeimpactontheirperformance.Testanxietywillsignificantlyreducestudents'self-confidence,determinationandconsi