(LUẬN văn THẠC sĩ) a study of the anxiety of the 12th graders before the english test in the national upper secondary graduation examination at huynh thuc khang high school

Rationale for the research

Nowadays, the significance of tests and academic achievements tends to be drawn much more attention by society Hence, it puts pressure on students to

The pressure to "succeed" often causes high levels of anxiety and stress among students, negatively impacting their performance It is crucial for educators to prioritize the issue of anxiety, as it is increasingly recognized as a prevalent mental health concern Schools can play a vital role in addressing and treating anxiety, making them an ideal environment for support and intervention (Masia-Warner et al., 2005).

In Vietnam, the increasing frequency of changes to examination regulations has made testing a significant concern for both students and parents.

At Huynh Thuc Khang High School, I have observed a negative attitude among students towards the new English Test format in the National Upper-Secondary Graduation Examination Many students struggle to answer questions from test samples, leading to fatigue during practice sessions They also express confusion about the best preparation methods, often spending excessive time seeking exercises from various sources without effectively identifying suitable materials for their revision As an English teacher, I feel compelled to find effective teaching strategies to guide students in their exam preparation, prompting me to conduct a study on the anxiety experienced by 12th graders before the English examination.

Test in the National Upper-Secondary Graduation Examination at Huynh Thuc

Aims and Objectives of the study

The aim of the study is to do research on causes of anxiety and some possible solutions to the 12 th graders before the English Test in the National Upper-

Secondary Graduation Examination The objectives of the study were:

1 To find out the main causes of anxiety among the 12 th graders before the English

Test in the National Upper-Secondary Graduation Examination

2 To suggest some solutions to anxiety

Research questions

In dealing with the aims above, the thesis should focus on finding out the answers to the following questions:

1 What are the main causes of anxiety among the 12 th graders before the English

Test in the National Upper-Secondary Graduation Examination?

2 What are some possible solutions to anxiety?

Scope of the study

The researcher focused on the subjects ‟ anxiety of the English Test in the

The National Upper-Secondary Graduation Examination often induces anxiety among students, highlighting the need for effective solutions to manage this stress A study conducted during the mid-term of the 2016-2017 school year focused on a small group of 12th graders, specifically two classes comprising 84 students at Huynh Thuc Khang High School This research aims to identify the causes of examination-related anxiety and propose strategies to alleviate it.

Methods of the study

The data serving the research analysis collected by employing both quantitative (questionnaires) and qualitative methods (interviews) provided the study with information and evidence.

Organization of the study

The thesis consists of three main parts

Part A is the INTRODUCTION, which consists of rationale, aims, and objectives of the study and research questions It also covers scope, methods, and organization of the study

Part B is the DEVELOPMENT separated into three chapters:

The initial chapter outlines the fundamental theoretical concepts surrounding anxiety, including test anxiety and its various forms It highlights potential causes of anxiety and discusses solutions, which are central to the study, while also summarizing relevant previous research.

The second chapter focuses on the methodology employed in the study, beginning with a restatement of the research questions It highlights the context, settings, participants, instruments, and the procedures for data collection and analysis utilized throughout the research process.

+ The third chapter shows the main content with findings as well as discussions based on the results from questionnaires and interviews

Part C is the CONCLUSION offering a summary of the mentioned issues, the implication for the study and the limitations and suggestions for further study

LITERATURE REVIEW

Theoretical background

1.1.1 Definitions: Anxiety and Test anxiety

At the dawn of the twentieth century, Freud (1920) equated anxiety with "fear" or "fright," while Scovel (1978) described it as encompassing feelings of uneasiness, frustration, self-doubt, apprehension, and worry Additionally, Horwitz et al (1986) characterized anxiety as a subjective experience of tension, nervousness, and worry linked to the activation of the autonomic nervous system.

Test anxiety is a significant emotional reaction experienced by individuals before and during exams, as noted by Akca (2011) Situational evaluations, where personal assessments are permitted, can lead to heightened performance levels.

Brown (1994) shared opinions that Trait anxiety occurred when there was a likelihood of an individual becoming anxious in any situation

Jonassen and Grabowski (1993) reported that the trait anxiety perspective was productive in reporting effects of generalized anxiety and it has been applicable across situations

Spielberger (1983),Chen and WU (2004) regarded state anxiety as unsatisfactory temporary emotional state or condition, activated by the individuals‟ nervous system such as the experiences in apprehension before taking a test

Jonassen and Grabowski (1993) highlighted that state anxiety is influenced by specific events or combinations of events experienced at a given time, reflecting a temporary emotional state They noted that this type of anxiety, shaped by underlying trait anxiety, can lead individuals to perceive threats in their environment and respond to situational factors Consequently, a person who typically experiences low anxiety may react with heightened anxiety when faced with multiple stress-inducing conditions.

According to MacDonald (2010), test anxiety is influenced by various factors, including negative teacher attitudes towards testing, students' responses to learning, and their perceived inadequacies in test-taking skills Additionally, fear of negative evaluation, past traumatic examination experiences, and time pressure contribute to this anxiety Complicated content and high parental expectations regarding exam performance also play significant roles in exacerbating test anxiety among students.

Research indicates a significant correlation between learning methods and anxiety, suggesting that effective study techniques can ease the examination process (Hills & Benlow, 2008) Inadequate study habits can heighten test anxiety among students (Cassady, 2010) Furthermore, Peleg (2009) noted that poor academic performance often stems from insufficient preparation and reliance on others for learning Additionally, factors such as family expectations and poorly designed assessments can lead to increased pressure, loss of focus, and memory challenges during tests.

Research by Hills & Benlow (2008), Cassady (2010), and Peleg (2009) indicates that effective study skills significantly enhance test performance, suggesting that students who utilize appropriate preparation methods achieve better results Conversely, MacDonald identified several factors contributing to test anxiety, including negative teacher attitudes, students' perceptions of learning, fear of poor evaluations, previous bad exam experiences, time constraints, challenging course material, and parental expectations.

Gettinger and Seibert (2002) emphasized the strong link between academic competence and the mastery of effective study skills, suggesting that students with proficient study techniques are more likely to excel academically They argue that these students can identify task demands and employ flexible, effective strategies to enhance their academic success Consequently, the researchers advocate for the introduction of effective study skills to boost academic performance, strategic knowledge, and emotional responses in students facing learning challenges across various subjects (Harvey & Goudvis, 2000).

Research indicates that study habits significantly contribute to test anxiety, suggesting that students who effectively apply their knowledge and maintain strong study practices achieve better results Additionally, locus of control plays a crucial role in academic success, with Barzegar (2011) highlighting it as a factor influencing outcomes Bostic (2010) further supports this by noting that students with an internal locus of control tend to perform better academically compared to those with an external locus of control.

In general, the researcher ‟ s concern is to find out some causes of anxiety among the 12 th graders before the English Test in the National Upper - Secondary

Examination at a school in Hanoi, and whether these findings tend to be consistent with MacDonald (2010)

Improving testing skills can significantly reduce anxiety and enhance scores, as noted by Gonzalez (1995) To effectively prepare for standardized tests, Carter et al (2005) and Conner (2003) recommend practicing with actual test samples Additionally, Carter et al (2005) emphasize the importance of providing students with clear explanations of strategies, opportunities to observe modeling, repeated practice chances, and the use of practice tests to further alleviate test anxiety.

Teachers can effectively reduce classroom anxiety by implementing specific techniques, such as providing clear explanations and suggested revision materials Encouraging critical thinking and fostering enthusiasm for the subject matter are essential strategies Additionally, offering feedback, partial credit, exam reviews, and alternative testing times can further alleviate anxiety Although solutions to anxiety may not be exhaustive, they can guide teachers in developing structured lesson plans and creating an interactive classroom environment that promotes student engagement and inquiry.

Effective learning strategies play a crucial role in helping students recall, store, and apply knowledge during their studies This article examines various strategies aimed at reducing test anxiety, particularly before the English Test in the National Upper-Secondary Graduation Examination Drawing on the research of Woodard (2004) and Oxford & Vordick (2006), the study seeks to identify suitable methods to alleviate anxiety among participants, ensuring they are better prepared for their exams.

Review of previous related studies

In fact, the studies of anxiety and test anxiety have drawn much attention of researchers in Vietnam as well as other countries

A survey conducted by Antwi-Danso, Amissah, and Effrim (2015) involving 270 third-year senior high school students in the Agona Municipality of Ghana examined the relationship between test anxiety and academic achievement The findings indicated that students would benefit from focusing on study skills acquisition and implementing anxiety reduction strategies to enhance their academic performance.

Olaitan and Moroluyo (2014) conducted a study with 508 college students to examine the impact of test anxiety, study habits, and locus of control on academic performance Their findings revealed a significant relationship between academic performance and non-cognitive as well as socio-psychological factors In response, they implemented early intervention and prevention programs designed to alleviate student anxiety Additionally, effective study strategies were developed, focusing on assessing comprehension, interpreting textbook information, and clarifying learning objectives.

In her 2013 study, Augustina Dubem Nwajei examined the interplay between test anxiety, depression, and academic performance among 420 senior secondary participants The findings revealed a positive correlation between test anxiety, trait anxiety, and depression, which negatively impacted academic performance Additionally, the study indicated that combining relaxation techniques with cognitive restructuring is more effective in alleviating anxiety and depression than using relaxation alone Ultimately, the research highlights the effectiveness of cognitive therapy in managing anxiety and depression while enhancing academic success.

In Vietnam, Hoang Thi Mai Hoa (2011) investigated the factors influencing students' English oral presentation skills at Hanoi Tourism College, utilizing a questionnaire as the primary research instrument.

A study involving 106 participants concluded that three key factors influence English oral presentation skills: the precise expression of ideas, fluency in delivery, and effective presentation style Additionally, the researcher identified that a poorly prepared plan negatively impacts students' oral presentation abilities.

In 2013, Ho Thi Anh conducted a survey on student anxiety, focusing on 50 first-year students in a speaking class at the Academy of Policy and Development Utilizing interviews and questionnaires as primary research tools, the study revealed that both personal and interpersonal issues significantly contributed to anxiety experienced by students during speaking activities.

From the previous studies related to the research problems, the writer conducted the study on the 12 th grader students at a school in Hanoi as the target population.

Summary

This chapter has laid the theoretical foundation for the research topic, defining anxiety and test anxiety, exploring their causes, and discussing potential solutions, alongside a review of related studies The following chapter will present a detailed analysis of the findings and results obtained from questionnaires and interviews.

METHODOLOGY

The context of the study

The research took place at Huynh Thuc Khang High School, where students were preparing for the National Upper-Secondary Graduation Examination, aimed at university entrance and other objectives At the school, students receive three English lessons weekly, primarily utilizing the textbook, with most of the lesson content delivered in the morning.

Twelfth graders at Huynh Thuc Khang High School are actively preparing for their compulsory English examination by completing multiple test samples, dedicating 8 periods a week, each lasting 45 minutes, to enhance their knowledge and skills.

200 students with differences in levels of English Particularly, the students are facing many difficulties in preparing for an examination

In the academic year 2016-2017, a study was conducted involving 84 students from classes 12A and 12B Following the Ministry of Education and Training's distribution of sample tests to 12th-grade students, the teacher-researcher sought to understand how learners could effectively master the necessary skills and knowledge for their upcoming examinations Consequently, these students were chosen as participants in a survey research aimed at identifying the causes of their anxiety and exploring potential solutions to help them excel in their actual exams.

Research methodology

Survey Research Design (SRD) defined

“A survey research is a study of a large group (a population) through direct study of a subset of that group (a sample)”

A survey design employs diverse data collection methods to help teacher-researchers investigate specific constructs by posing factual or opinion-based questions to a sample population, aiming for generalizable insights This broad term encompasses various procedures, including questionnaires, interviews, and observations, facilitating comprehensive data gathering.

Survey design can generate not only descriptive summary but also generalized statements based on large databases (Cohen, Manion, & Morrison,

Survey design is good for providing information for curriculum development, including needs analysis and program evaluation, as well as researching certain topics (Brown, 1997)

Surveys are effective for collecting data from large groups that cannot be observed directly (Babbie, 2004) Additionally, the use of questionnaires allows for efficient data collection, enabling quick statistical analysis of the results.

Survey Research is deemed suitable for this study as it aims to uncover the causes of anxiety among students by gathering their opinions and attitudes through targeted questions The researcher conducted a survey with a small sample from classes 12A and 12B, primarily conducted before the actual examination Citing the advantages of Survey Research as outlined by Cohen, Manion, & Morrison (2000), Brown (1997), and Babbie (2004), the researcher chose this method to achieve the desired outcomes.

2.2.3 Main steps in conducting Survey Research

Part 1 Perceived Threat of tests 6

Research by Lay, Edwards, Parker, and Endler (1989) and Schwarzer and Jerusalem (1992) indicates that students with high test anxiety often view exams as threatening situations, leading them to perceive upcoming evaluations as highly stressful events.

Bandalos, Yates, Thorndike-Christ (1995), Schutz, and Davis (2000) highlight that students often perceive a threat in testing due to their generalized low self-efficacy or the complexity and difficulty of the subject matter.

Prior to taking the test, students' perceptions of testing events were assessed using six items designed to evaluate the Perceived Threat of Tests This assessment highlights students' awareness of upcoming tests as potentially threatening, influenced by the overall difficulty of the course material or individual challenges to achieving success Participants rated their perceptions on a five-point Likert scale, capturing the varying degrees of threat they associate with the testing experience.

“strongly disagree” to “strongly agree.”

Everson, Smodlaka, and Tobias (1995) revealed that students experienced high-test anxiety when they had deficits in encoding and storage processes associated with reading materials during preparation for tests

Culler & Holohan (1980) and Wittmaier (1972) identified that students experiencing test anxiety struggle to utilize effective study skills, hindering their cognitive processes Their research revealed that while students with high test anxiety engaged in more study time compared to their low-anxiety counterparts, their study methods tended to be repetitive and less effective.

Study skills encompass six key habits and techniques that students employ to effectively prepare for exams and organize relevant materials Participants evaluate these skills using a five-point Likert scale, indicating their level of agreement from "strongly disagree" to "strongly agree." (Refer to Appendix 1 for details.)

Schwarzer and Jerusalem (1992) found that when students attribute their failures to internal factors, they perceive future tests as threatening, leading them to transition from a motivational "Challenge Stage" to a more threatening mindset Conversely, when students externalize their attributions, it fosters a "Loss of Control" perspective, impacting their motivation and confidence.

A study was conducted to gather students' perceptions and beliefs regarding their performance, utilizing a five-point Likert scale ranging from "strongly disagree" to "strongly agree." The findings indicate that students attribute their test performance to factors such as inadequate preparation and elements beyond their control (see Appendix 1).

To prevent limitations caused by language barriers, the researcher translated all survey questions into Vietnamese, as the participants' English proficiency was insufficient to fully comprehend the content.

The student interviews, conducted in Vietnamese, comprised five open-ended questions that encouraged participants to freely express their thoughts and experiences related to the challenges of using a second language All responses were subsequently translated into English for analysis in this study.

The interview consists of three sections, beginning with a question about students' attitudes towards anxiety to determine their personal experiences with it The second section addresses the primary causes of anxiety among 12th graders, aiming to identify the factors contributing to their stress levels.

The English Test in the National Upper-Secondary Graduation Examination includes questions 3, 4, and 5, which focus on identifying solutions to the identified issues The analysis of interview data provides researchers with a comprehensive understanding of these problems, serving as a foundation for exploring potential solutions to anxiety.

The teacher interview consists of five key items conducted in Vietnamese, allowing educators to share their insights efficiently Subsequently, all responses were translated into English for inclusion in the study.

Summary

This chapter outlines the research settings and participants, defines survey research, and details the major steps involved in conducting a survey It also describes the data collection instruments, procedures for data collection, and methods of data analysis The next chapter will present the findings and results of the study.

FINDINGS AND DISCUSSIONS

Descriptive statistics

3.1.1 Descriptive statistics of causes related to knowledge content and personal barrier

The reliability analysis indicates a Cronbach's Alpha of 0.863, exceeding the acceptable threshold of 0.6, as shown in Table 1 (Appendix 4) Additionally, the Corrected Item-Total Correlation coefficients are all greater than 0.3, and the Cronbach's Alpha if Item Deleted values are lower than the corresponding Corrected Item-Total Correlation values This confirms that there are no redundant items, making all questions suitable for analysis and ensuring the reliability of the students' responses.

3.1.2 Descriptive statistics of some factors concerning studying habits and gathering related materials

The reliability analysis indicates a Cronbach's Alpha value of 0.895, which exceeds the acceptable threshold of 0.6, demonstrating strong internal consistency (refer to Table 2, Appendix 4) Furthermore, the Corrected Item-Total Correlation coefficients are all greater than 0.3, and the Cronbach's Alpha if Item Deleted values are lower than the corresponding Corrected Item-Total Correlation values, confirming that no items are redundant Consequently, all questions are deemed appropriate, and the students' responses are reliable for further analysis.

3.1.3 Descriptive statistics of causes related to poor preparation and performance beyond control

The analysis presented in Table 3 (Appendix 4) reveals a Cronbach's Alpha value of 0.894, which exceeds the acceptable threshold of 0.6, indicating strong internal consistency Additionally, the Corrected Item-Total Correlation values are all greater than 0.3, confirming the relevance of each item Since the Cronbach's Alpha if Item Deleted values were lower than the Corrected Item-Total Correlation values, it indicates that there are no redundant items in the questionnaire Consequently, all questions are deemed appropriate, and the students' responses are reliable for further analysis.

3.1.4 Descriptive statistics of solutions to anxiety

As it was seen from the table above that the value of Cronbach's Alpha

The analysis revealed that the Corrected Item-Total Correlation values exceeded 0.3, indicating strong item reliability (refer to Table 4, Appendix 4) Additionally, the Cronbach's Alpha if Item Deleted values were lower than the Corrected Item-Total Correlation values, confirming the absence of redundant items Consequently, all questions were deemed appropriate, and the students' responses were reliable for further analysis.

Kaiser-Meyer- Olkin Measure of Sampling Adequacy .765

Table 5: KMO and Bartlett's Test

It is clear that Reliability statistics KMO shows the value of KMO = 0.765 > 0.7 and Reliability statistics Barlett indicates result was significant (sig = 0.000 < 0.01) As a result, Component Analysis was suitable

The analysis of the Total Variance Explained revealed three significant factors with Eigenvalues greater than 1 (Eigenvalues = 2.37), which collectively account for 66.414% of the variance among the 17 assessed items.

Based on Rotated Component Matrix a (See Table 8, Appendix 4), there main types of causes were gathered

- The causes involving knowledge contents and personal barrier from 1 to 6

- The causes involving studying habits and gathering related materials from 7 to 12

- The causes involving poor preparation and performance beyond control from 13 to 17

Quantitative description of results from the questionnaire and qualitative

3.2.1 Causes related to knowledge content and personal barrier

N0 Causes Strongly disagree Disagree Agree partly Agree Strongly agree

I feel anxious when I do samples of tests with difficult idioms and phrases

I feel nervous when I do reading comprehension of samples of tests containing special vocabularies

I am not confident to do samples of tests before an actual examination

I feel anxious when time I prepare for an actual exam goes by too quickly

5 I feel nervous when I only have 3 English lessons a week

I feel anxious when I am not able to concentrate on the

Table 6: Causes related to knowledge content and personal barrier

Items 1 and 2 refer to causes related to knowledge content The data in table

A significant majority of students at Huynh Thuc Khang High School expressed anxiety regarding the challenging content of their exams Specifically, around 88.1% of students agreed or strongly agreed that encountering unfamiliar words and structures in test samples contributed to their stress Additionally, when it came to reading comprehension tasks filled with new vocabulary, approximately 85.7% of students felt anxious, while only 11.9% partially supported this sentiment.

Students at Huynh Thuc Khang High School identified personal barriers such as time pressure, concentration difficulties, and lack of confidence as significant causes of their exam anxiety They expressed that the frequency of English lessons, held three times a week, was insufficient for adequate exam preparation A majority of students felt overwhelmed by the rapid passage of preparation time, with only about 15.5% partially agreeing and 1.2% disagreeing with this sentiment.

The findings from questionnaire show that the difficult content and pressure of time on preparation of knowledge for English examination were the two major causes of anxiety

Many students reported finding the English examination challenging, leading to feelings of exhaustion and anxiety when confronted with the questions They expressed a strong desire for assistance with exercises due to their fatigue Additionally, students mentioned encountering unfamiliar structures and vocabulary in the test samples, highlighting gaps in their preparation.

G, and H said that the complicated content prevented them from working out the correct answer effectively (See question 2, Appendix 2)

I may not have appeared to study diligently for the exam, as I only dedicated five days to preparation Additionally, tackling numerous challenging questions in the English exam leaves me feeling exhausted, often leading me to select answers at random.

Preparing for tests requires minimal time, as I rely on others for assistance However, the content often hinders my ability to provide answers effectively I frequently utilize breaks between lessons to prepare for English sample tests created by my teachers.

Student G expresses difficulty in encountering new structures and vocabulary, often leading to random answer choices They struggle to identify suitable materials and authors for English exam preparation Additionally, with numerous compulsory subjects for national exams, they find it challenging to allocate sufficient time for each, resulting in limited study time overall.

Student H struggles to complete teacher-assigned samples within the given time, often finishing only half of the tasks The content presents a significant challenge, and while there is a strong desire to improve, finding the right supplementary books for assistance remains difficult.

Interview results indicate that students faced challenges with complex knowledge content, leading to increased nervousness and hindrance in their learning experience.

Interviews with teachers reveal that six out of seven educators believe students at Huynh Thuc Khang High School experience anxiety when faced with numerous test samples filled with unfamiliar vocabulary and complex structures Consequently, many students tend to skip challenging questions or select answers at random, leading to a lack of interest in subsequent test samples.

Students experienced significant anxiety and fatigue from repetitive test samples Often, they avoided challenging exercises, believing these questions exceeded their capabilities.

Many students struggle with vocabulary-related questions, particularly phrasal verbs, idioms, and collocations According to Teacher B, students expressed difficulty in answering these types of questions, often avoiding them in favor of other topics This highlights the need for targeted vocabulary instruction to enhance reading comprehension and overall language proficiency.

My students often felt anxious when faced with challenging questions, particularly in reading comprehension They managed to answer three questions but resorted to guessing for the others, which diminished their enjoyment of subsequent tests.

Teacher D observed that the inclusion of numerous new words in reading comprehension exercises led to a lack of interest among students, resulting in their reluctance to attempt practice tests.

Many of my students felt anxious when faced with test samples that included numerous unfamiliar words They shared with me that they primarily focused their efforts on answering questions related to grammar and sentence structures.

The results from the interviews for teachers show that the complex content of knowledge was one of the causes of students ‟ anxiety

The findings from the questionnaires and interviews conducted with teachers and students indicate that the intricate nature of the content emerged as a significant source of anxiety for students prior to examinations.

3.2.2 Causes related to studying habits and gathering related materials

N0 Causes Strongly disagree Disagree Agree partly Agree Strongly agree

I feel anxious when I do not study hard enough for examination

I think that it is difficult for me to collect materials for

I find it difficult to do samples of tests before examination when I only spend a few days reviewing knowledge

I find it difficult to search for appropriate sorts of exercises from books and on the Internet

I feel nervous when I only learn vocabularies and structures by heart but do not know how to use it in context

I feel nervous when I have trouble collecting a kind of books to practice exercises related to vocabularies and phrases

Table 7: Causes related to studying habits and gathering related materials

Summary

This chapter presents a comprehensive analysis of the causes of student anxiety, along with proposed solutions derived from interview and questionnaire results The following chapter will summarize the entire study.

Recapitulation

The study, building on previous research on anxiety, aimed to investigate its causes and explore potential solutions, ultimately framing two key research questions.

1 What are the main causes of anxiety among the 12 th graders before the English

Test in the National Upper-Secondary Graduation Examination?

2 What are some possible solutions to anxiety?

To address the research questions, a study was conducted in classes 12A and 12B at Huynh Thuc Khang High School, utilizing questionnaires and interviews as primary methods for data collection.

Survey Method employed to design the study and the software SPSS used to calculate the results from the questionnaire provided the following results

Causes and solutions related to knowledge content, personal barrier, and pressure of time

Many students reported experiencing anxiety due to their negative perceptions of test sample content They recognized that the challenging material in previous samples contributed significantly to their feelings of anxiety leading up to the examination.

Therefore, their heads went blank when they had to such samples of tests

To enhance student preparation, teachers should create a tailored set of test samples that align with the knowledge taught in school and are appropriate for students' skill levels This approach provides students with clearer guidance for their revision Additionally, educators should dedicate time to curating a diverse range of exercises that reflect the types of questions found in the National Upper Secondary graduation examination.

Teachers should develop lesson plans focused on strategies for tackling reading comprehension and pronunciation questions to help students navigate challenging exam exercises Additionally, students must cultivate a daily practice of completing exercises to ensure they acquire sufficient knowledge for their actual examinations.

Causes and solutions associated with studying habits and related materials

Students often experience anxiety due to the challenges of gathering suitable revision materials for examinations Many struggle to identify effective exercise sources, leading to significant time spent searching for resources that ultimately do not align with their school lectures or exam content This lack of direction contributes to their overall nervousness as they prepare for assessments.

To enhance students' preparation, teachers should recommend specific books, authors, and publishers that are suitable for their needs Additionally, students are encouraged to allocate more time to download exercises focused on idioms, phrasal verbs, and reading comprehension from the reliable sources provided by their teachers.

Causes and solutions related to poor preparation and performance beyond control

Many students experience anxiety due to the presence of unfamiliar structures and vocabulary in test samples that were not covered by their teachers prior to the examination.

To enhance student confidence and knowledge preparation for actual examinations, teachers should prioritize teaching essential vocabulary and key structures from each textbook unit before introducing test samples Additionally, creating diverse test samples from various sources will help students develop better skills for real exam situations.

This study identifies the causes of anxiety among high school students and offers potential solutions, providing valuable insights for English teachers and students as a reference.

To reduce student anxiety in the classroom, teachers can implement a variety of effective strategies tailored to individual needs By assessing the specific causes of anxiety among students, educators can select appropriate solutions that foster a supportive learning environment Offering diverse approaches ensures that all students receive the necessary support to manage their anxiety effectively.

Students often experience anxiety related to learning, which can be attributed to various factors Identifying the specific challenges they face allows students to choose appropriate solutions and effectively prepare for their upcoming exams.

3 Limitations and suggestions for further study

In terms of limitations, the study was limited to class 12A and 12B including

84 participants at Huynh Thuc Khang high school, which might not be the representative of all students at the same level in Vietnam

This study is valuable for 12th graders at Huynh Thuc Khang High School as they prepare for their English examination, despite certain limitations.

For future research on anxiety, it is essential to conduct studies with larger sample sizes to uncover additional factors contributing to student anxiety Given that this study is rooted in psychological research, it should also examine other dimensions of the issue, particularly the correlation between test anxiety and academic performance.

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Limitations and suggestions for further study

In terms of limitations, the study was limited to class 12A and 12B including

84 participants at Huynh Thuc Khang high school, which might not be the representative of all students at the same level in Vietnam

This study offers valuable insights for 12th graders at Huynh Thuc Khang High School as they prepare for their English examination.

For future research on anxiety, it is essential to conduct studies with larger sample sizes to uncover additional factors contributing to student anxiety This psychological investigation should also delve into the relationship between test anxiety and academic performance to gain a comprehensive understanding of the issue.