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Video-based speaking tests have become the norm for high-stakes English proficiency tests such as the International English Language Testing System (IELTS). IELTS is the primary test required of most international students applying to UK universities. Compounded with the fact that speaking is widely recognised as the most anxiety-inducing language activity/skill, and a growing body of research highlights the detrimental impact of foreign language anxiety (FLA) on test takers’ oral performance, candidates must be prepared psychologically for the video-call format. Mock tests are a common preparation activity. They also provide a context to replicate video-call speaking tests for research purposes, since collecting real-time data is not permitted during actual tests. In the current study, five female Chinese university students who reported experiencing state-based FLA during IELTS video-call speaking tests were recruited to participate in a mock test. To explore their moment-to-moment, idiodynamic FLA (IFLA) in-depth, they recorded their IFLA ratings immediately after the test (while watching the recording), paused to explain fluctuations, and participated in stimulated recall interviews. Key anxiety-inducing factors included unfamiliar topics, vocabulary retrieval challenges, and perceptions of the test format, stages, and rules. Based on these findings, we provide actionable strategies to mitigate anxiety triggers during such tests.
Fu et al. (Thu,) studied this question.