The Effect of Oral Exam Styles on Students’ Speaking Anxiety: A Case Study

Abstract

This study aims to investigate the challenges associated with speaking anxiety in language learning, particularly during oral exams, by examining its impact on students' performance and exploring concerns among teachers and students regarding the validity and impartiality of such assessments. In this sense,the study delves into the challenges associated with speaking anxiety in language learning, particularly during oral exams. Recognizing the crucial role that speaking abilities play in both everyday life and educational contexts, the study investigates the impact of speaking anxiety on students' performance. For this qualitative research, five EFL teachers and five EFL students from a preparatory school were purposefully sampled and interviewed. The findings reveal concerns from both teachers and students regarding the validity and impartiality of oral exams, especially when multiple examiners are involved. Additionally, students reported discomfort when required to work in pairs on exam day and when interacting with unfamiliar examiners. The study's limitations include its small sample size and qualitative nature, underscoring the need for mixed-method research to yield more comprehensive and generalizable results. Such an approach would enhance our understanding of speaking anxiety and its implications for English language teaching and assessment, ultimately contributing to improved pedagogical practices and student outcomes. This study emphasizes the importance of addressing speaking anxiety to foster a more effective and supportive learning environment for language learners. Further exploration in this area could provide valuable insights into effective strategies for managing and alleviating speaking anxiety among language learners.