Authors
Abstract
Background and purpose: The role of learner’s strategies and skills in learning a foreign language has been investigated in the three last decades. However, the part it plays in ESP achievement tests is not seriously treated. Therefore, it seemed a good reason to conduct a study on the role of study strategies in successfully taking the final exam.
Methods and Materials: In this quasi-experimental interventionist study, the SILL questionnaire was given to 253 students taking an ESP course (1384-85 / 2005-2006) to identify their use of language learning strategies. A few moments prior to taking their finals, they took Spielberger's anxiety test to estimate their test anxiety.
Results: According to the findings, mean anxiety scores in boys and girls before the final exam were 146.72 and 120.46 respectively, which did not show any significant difference. However, a negative linear relationship was found to exist between SILL score (meta-cognitive strategies in particular) and test anxiety.
Conclusion: Among many other outcomes, test anxiety is attributable to inappropriate study habits in adult ESP learners, which requires consideration by both instructors and textbook compilers.
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