Relationship Between Test-Taking Strategies Awareness, Test Anxiety, and Test Performance Among Iranian ESP Students

Subject Areas :

Ehsan Shahmohammadi ¹ , Omid Tabatabaei ² , Mohsen Shahrokhi ³

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Received: 2025-05-01 Accepted : 2025-07-29 Published : 2025-08-25

Keywords: test-taking strategies, test performance, test anxiety, ESP students, language assessment,

Abstract :

The present study assessed test-taking strategies awareness, test anxiety, and test performance relationships among Iranian ESP students. The sample was comprised of 60 students majoring in Bachelor of Science Civil Engineering who were enrolled in an ESP course. All participants completed the Oxford Quick Placement Test (OQPT) as a requirement for ensuring homogeneity regarding language ability. Participants also completed Barati's (2005) test-taking strategies questionnaire and a standard test anxiety scale, and test performance was assessed by ESP course examinations. Pearson correlation analysis produced three general findings: First, there was significant positive correlation between test-taking strategies awareness and test performance, such that students with higher strategy awareness had better test scores. Second, test anxiety was significantly and negatively correlated with test performance. Third, an inverse correlation existed between test-taking strategies awareness and test anxiety, suggesting that students employing more strategies experienced less anxiety. These findings highlight the interdependent functioning of strategy awareness and anxiety control in performance. The results suggest that ESP instruction needs to integrate training in the use of test-taking strategies and anxiety reduction in order to assist students most effectively. The study contributes to our understanding of factors influencing language test performance in ESP settings.

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