Supporting Arabic Language Learners Experiencing Test Anxiety

Abstract

Test anxiety can be a concern for some Arabic language learners and may influence their performance, even when they are highly motivated. This Faculty Forum article describes an established instructional practice designed to support students’ target-language learning and preparation for major assessments. After the Unit One assessment, eight students completed selected scales from the Motivated Strategies for Learning Questionnaire (MSLQ). The responses revealed that several highly motivated students also reported high test anxiety. To address this concern, the teaching team provided structured support for two months before ICPT 101. The support included zero-hour reviews, scheduled low-stakes quizzes targeting specific and measurable skills, test-taking strategies, focused language practice, and individualized feedback. Although classroom observations indicated that students benefited from clear routines and consistent support, the results cannot establish that these practices reduced anxiety or improved test performance. Test anxiety was not measured a second time, and the two assessments measured different outcomes under different conditions. Despite these limitations, the practice offers a reasonable and practical response to an important student need. The article encourages DLIFLC instructors to use structured preparation, targeted practice, and individualized support to help learners approach assessments with greater confidence.