ESL learners feel anxious when doing reading comprehension tests Essay

This paper will explore in depth all the implications of the claim that ESL learners feel anxious when doing instruction comprehension rivulets. First of all, the psychological and neighborly causes of misgiving in ESL speakers during indicant 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 pure tone associated with performing reading comprehension tests by ESL speakers. Psychological causes of anxiety in ESL students partially mirror the experience of any early(a) school related anxiety.Students are unsure of their abilities under the conditions of internal (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 really early. Therefore, the joy of learning is often transformed into a fight back to excel (DeNoon, 2007). High expectations and competitive environment contribute greatly to the experience of anxiety and even panic.As concerns the severity of anxiety experienced by ESL speakers, it might range from slight psychological discomfort to undecomposed physical symptoms. For example, short-term memory loss might be the result of extreme anxiety (the feeling of suddenly remembering the correct answer immediately after turning in the test). Physical expressions of anxiety may include rapid pulse, a feeling of breathlessness, trembling, sweaty palms, dry 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 among parents and students, since the latter sometimes tend to conceal the difficulties they encounter, as well as test results. Such bearing eventually results in unfavorable family atmosphere. The practical values of this research lies in the field of practices and methods aimed at eliminating the causes of anxiety and helping students benefit fully from the learning process. Negative thoughts about possible failure discourage supple learning and, taken to extreme, can produce a generally devastating effect on spirit 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 score, despite the fact that their knowledge might be less thoroughgoing(a) as compared to students who suffer from extreme anxiety. Together with exercises aimed at increasing students self-confidence, relaxation exercises might be very helpful for those who suffer from anxiety. It is also of paramount importance to teach students to plan their time for taking the test so that they would not feel lost and experience a state of panic .The methods of research will be qualitative and will include questionnaires and interviews. At one hand, questionnaires will help to gather statistically meaning(a) data and understand 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 accurate picture of anxiety in ESL speakers during reading comprehension tests.