The Relationship Between Freshmen's Foreign Language Test

Anxiety and Foreign Language Test Scores: Taking Colleges and

Universities in Jiangsu Province as An Example

Yiwen Zhu

School of Foreign Language and Literature, Nanjing Tech University, Nanjing, 210000, China

Keywords: Foreign Language Test Anxiety, Foreign Language Test Scores, Test Anxiety Scale, Second Language

Acquisition.

Abstract: Foreign language test anxiety (FLTA) is a complex phenomenon. The study investigates the level of FLTA

of contemporary college students and studies the relationship between the FLTA and foreign language test

scores among 165 freshmen. The adapted Test Anxiety Scale (TAS) was adopted, and the foreign language

test achievement took the scores of the College English Test Band 4 (CET-4) as a reference. The results

showed that the average score of FLTA among freshmen was at a moderate level generally, with variations

across emotional, behavioral, cognitive, and physiological aspects. FLTA levels varied by gender and major.

FLTA is negatively correlated with the test scores. It provides a deep understanding of the FLTA and

possibilities of enhancing foreign language test achievement, as are suggestions for future research.

1 INTRODUCTION

The impact of emotional factors on foreign language

acquisition has been extensively investigated by

scholars and researchers, with particular attention

being paid to the phenomenon of foreign language

test anxiety (FLTA) experienced during language

assessment situations, which is widely recognized as

a significant variable in foreign language test

achievement. In the current education system of many

countries, learners' academic performance is mainly

evaluated on the basis of examination results, which

means that academic performance is an important

issue for Chinese students. In the actual English

learning process, it is acknowledged that FLTA is

common among college students, which

compromises their performance in standardized

language proficiency assessments.

There are increasing studies on the relationship

between FLTA and academic performance, but there

are relatively few studies among Chinese college

students. Therefore, taking 165 freshmen in Chinese

engineering colleges as an example, the investigation

seeks to examine the potential correlation between

FLTA and academic performances represented by the

score of the College English Test Band 4 (CET-4) for

standardized testing. Employing the quantitative

method, it focuses on analyzing the current situation

of FLTA of contemporary college students and the

relationship between FLTA and CET-4 scores, so as

to formulate proper attitudes and cognition towards

FLTA on the one hand and some learning

enlightenment of foreign languages on the other hand.

In addition, it is crucial to enrich and expand the

research content in the emerging field of FLTA,

further laying the foundation for the innovation of

strategies for dealing with FLTA in China.

2 LITERATURE REVIEW

2.1 Related Theories

The theoretical framework underpinning this study

derives from Pekrun's (2006) Control-Value Theory

of Achievement Emotions, which has gained

increasing recognition in the field of second language

learning and provided valuable insights into the

emotional dimensions of language learning processes

(Li, 2018). It covers the following core viewpoints.

Firstly, the three-dimensional analysis of emotion

includes valence (the distinction between positive and

negative emotions), activation level (low activation

and high activation), and goal orientation (process

orientation and result orientation). These three

530

Zhu, Y.

The Relationship Between Freshmen’s Foreign Language Test Anxiety and Foreign Language Test Scores: Taking Colleges and Universities in Jiangsu Province as An Example.

DOI: 10.5220/0014002800004912

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 1st International Conference on Innovative Education and Social Development (IESD 2025), pages 530-536

ISBN: 978-989-758-779-5

dimensions together constitute a comprehensive

description of emotion and lay a theoretical

foundation for the definition of emotion (Pekrun,

2006). Secondly, the domain-specific nature means

that the non-target orientation of different disciplines

leads to the change of learners’ academic self-concept.

Therefore, personalized emotional research is needed

to reveal emotional dynamics for different disciplines.

Finally, the complexity of the relationship network of

emotions emphasizes the complex relationship

among emotions, their various influencing factors and

consequences. This includes the distal antecedents of

emotions (e.g., individual internal and external

environments), proximal antecedents (e.g., involving

control evaluation and value evaluation), and their

consequences (e.g., learning motivation, learning

engagement, and learning strategies). This study

focuses on the first two aspects, including emotion,

behavior, individual cognition and physiological

arousal.

2.2 Previous Studies on the Test

Anxiety (TA)

The earliest study about FLTA began with American

scholar Brown in 1938. Since then, there have been

dozens of test anxiety measurement tools compiled

and revised by western researchers. In China, Wang

(2001) conducted a comprehensive evaluation of TAS

through rigorous reliability and validity analyses.

Besides, Ye & Rocklin (1988) and Wang (2003)

examined the psychometric properties of the Chinese

adaptation of TAS, confirming its measurement

consistency and construct validity in the Chinese

cultural context. Empirical evidence suggests that

FLTA represents a common psychological response

during foreign language assessment situations,

affecting individuals in different age and gender

groups, which is widely recognized, particularly

among those whose academic performance and skill

development are subject to systematic evaluation

through competency-based assessment frameworks

and achievement-oriented grading systems.

It is not consistent about the definition of test

anxiety, owing to different perspectives and

theoretical bases. For example, the earliest proposed

test anxiety refers to a kind of helpless and panic

emotion experienced by individuals in the exam

(Mangler & Saeason, 1952). Horwitz et al. (1986)

believed that FLTA was a part of the foreign language

anxiety (FLA) and pointed out that the fear of tests

was a unique kind of FLA . Later, FLTA is defined

from disparate perspectives such as the source of test

anxiety, the meaning of evaluation, the specific form

of expression, the time node, etc. (e.g., Carver et al.,

1983; Zeidner, 1998). The common point is that they

all assert that test anxiety is reflected in cognition,

physiology, and behavior. Therefore, a Chinese

scholar has proposed to define test anxiety as an

emotional response based on the three components of

cognition, physiology, and behavior from a more

comprehensive perspective (Chen, 1989).

International scholars' research on test anxiety has

matured, and the earliest research on test anxiety

proposed in the 1920s provides a physiological basis

for its existence. The research content of domestic

scholars on test anxiety can be divided into three parts:

the research on the influencing factors of FLTA, the

preparation of FLTA questionnaires, and the

intervention of FLTA. The investigations into the

determinants of FLTA have primarily adopted a dual-

dimensional approach, encompassing endogenous

variables such as cognitive processes and individual

chaeacteristics, as well as exogenous variables such

as others' evaluative and availability of social support

(Ye, 2007).

2.3 Previous Studies on the

Relationship of TA and Academic

Performances

The earliest study of test anxiety and academic

performances is traced back to the study of the

physiological and biochemical changes of subjects'

anxiety experience related to test scores in the test

conditions. Not until the test anxiety questionnaire

was published did researchers begin to study the

relationship formally between the above two. Since

the 1980s, it has been mainly the aspect of

psychological mechanisms and clinical research of

test anxiety that has been studied. Horwitz et al. (1986)

reported that there was a significantly negative

relationship among college students between FLA

and their final scores. At present, the research is in the

stage of deepening development (Cao & Cao, 2004).

More and more researchers have studied the

relationship between TA and academic performances

in the form of empirical research. For example, some

researchers reached a conclusion that the adverse

consequences of TA affect college students,

substantially hindering their academic progress and

impeding their potential for educational advancement

(e.g., Shi & Liu, 2006). What’s more, Dong's (2021)

study found that there is a significant negative

correlation between TA and the academic

performances of English learners in China. Moreover,

Li and Han (2022) assert that TA has a significant

The Relationship Between Freshmen’s Foreign Language Test Anxiety and Foreign Language Test Scores: Taking Colleges and Universities

in Jiangsu Province as An Example

531

predictive effect on English test scores. Empirical

investigations have demonstrated the negative

correlation between TA and academic performances

across various academic stages, ranging from primary

educational contexts through secondary to higher

education. Therefore, considerable researches have

focused on TA and academic performances. However,

there are few studies on FLTA. The reason why the

results are slightly biased is that standardized test

scores are not commonly employed as a reference for

foreign language performance.

3 RESEARCH QUESTIONS

The following questions are addressed in the present

research:

1. What is the level of FLTA of contemporary

college students?

2. What is the relationship between contemporary

college students' FLTA and foreign language test

scores?

4 METHOD

4.1 Participants

A total of 200 questionnaires were distributed, from

which 165 valid responses were retained for analysis

following the exclusion of invalid questionnaires that

were obviously randomly answered, missed answers,

and multiple choices. The effective rate was about

82.5%. On account of the particularity of the

engineering college, science and engineering

specialties accounted for 73.05%, and liberal arts

specialties accounted for 26.96%, including 128

males (76.65%) and 39 females (23.35%).

4.2 Measurement

The TAS (Wang, 2001), a traditional test anxiety scale,

was adapted by references to measure freshmen’s

academic performance and FLTA in the subject of the

scores of CET-4 within a specific sample of Nanjing

Tech Universities of Jiangsu Province. The scale

consisted of 36 items utilizing a five-point Likert-type

response format ranging from strongly agree, agree

through neither agree nor disagree to disagree,

strongly disagree. In order to increase the

effectiveness of the questionnaire, reverse scoring

methodology was implemented for specific

negatively-phrased items (3, 24, 27, 29 & 35),

whereby lower numerical values were systematically

converted to represent higher levels of the measured

construct. In light of the definition of the core concept

of FLTA in this study, the investigation of FLTA

needed to be carried out according to the

measurement of these four dimensions: test anxiety

embodies emotion, behavior, individual cognition,

and physiological arousal. In particular, due to the

limitations of objective conditions, the only

participation of the CET-4 examination result in the

CET-4 examination scores was the reference for the

standard examination achievement. In the context of

China, the CET-4 is a compulsory examination for

most college students, which underscores the

importance of English proficiency in the country's

educational system. Therefore, a noteworthy benefit

of this strategy was its capacity to generate a

significant amount of feedback from a diverse group

of people. Furthermore, the previously described

method offered a more accurate portrayal of FLTA

during two-week period preceding the CET-4 test,

aiming to investigate and analyze participants'

emotional states and behavioral patterns. The

consistency of measurement within the Test Anxiety

Scale was assessed through Cronbach’s α formula,

with the result that the Crombach consistency

coefficient of the scale was 0.873, and the KMO

coefficient was 0.827, which meant the scale has high

stability and reliability.

4.3 Procedures and Data Collection

There were two-phase data acquisition to collect the

required data. In the first stage, the questionnaires

used in this study were given to the freshmen at

Nanjing Tech University, which was issued two

weeks before the CET-4 test. Before handing out the

questionnaire, it should be emphasized that the

questionnaire is only used as research data and will

not have any negative impact on them. Participants’

profile information was required by the researcher to

obtain their CET-4 scores later. The second stage

involved data regarding participants' linguistic

proficiency levels through an English test using the

scores of the CET-4 test in the second half of 2024. It

is a large-scale standardized test and a national

examination with the purpose of measuring college

students’ English ability objectively and accurately,

which is held twice in each year.

4.4 Data Analysis

All the data were input and managed by Microsoft

IESD 2025 - International Conference on Innovative Education and Social Development

532

Excel 2019, and statistical analyses were conducted

by using SPSS. There were two sets of data: the TAS

scores and the freshmen’s CET-4 scores in the present

study. The primary statistical analysis commenced

with the computation of essential descriptive

parameters, where the range, mean, mode, and

standard deviation were systematically derived for

each dataset under investigation. To verify the

distributional normality, subsequent analyses were

conducted involving the calculation of both skewness

and kurtosis measures. Detailed descriptive statistical

analyses were also performed for each item of the

TAS. Actually, a frequency distribution analysis was

conducted for each item, which provided a better

understanding of which features of FLTA are more

apparent in participants. Pearson's correlation

coefficient was used to address the research questions.

5 RESULTS

5.1 The General Situation of

Freshmen's FLTA

The average anxiety value of the general foreign

language test, added with the scores of the aspects of

emotion, behavior, individual cognition, and

physiological arousal, is manifested in the following

table 1. Freshmen taken as the research objects, it is

found that their FLTA is generally at a medium level.

Primarily, there is no doubt that it is a realistic

requirement for college students, that passing CET-4

and CET-6, to strive for better academic or career

development. To a certain extent, the higher the

scores of these tests, the greater the potential for

further education and employment is. In order to

pursue higher scores on these tests, college students

are prone to feeling FLTA within the context of

foreign language assessment situations. Additionally,

the acquirement in Chinese universities depends on

individual consciousness and self-discipline, which is

different from the strict supervision of high school

teachers, further improving their FLTA. As regards

the four dimensions, the relatively high average

scores of emotion, behavior, and individual cognition

are undoubtedly a reflection of the examinees' inner

worries and uneasiness in the face of exams, which is

explained from the side by their attempt to alleviate

their anxiety through emotional, behavioral response,

and cognitive adjustment, while the relatively low

score of the physiological arousal dimension may be

related to the effective physical relaxation training

after the current education reform.

Table 1: The general scores of the FLTA and each

dimension.

Item M±SD

Emotion 28.842±5.516

Behavior 21.867±3.780

Individual cognition 33.679±7.766

Physiological arousal 14.630±4.802

Foreign language test anxiety 96.097±18.363

5.2 Comparison of Gender Differences

in the Total Score of FLTA and

those of Each Dimension

The average scores of males' FLTA are significantly

higher than those of females (t = -1.96, p < 0.01).

Similarly, there are disparities in the scores of males

and females in the four dimensions of emotion,

behavior, individual cognition, and physiological

arousal. On the one hand, it is traditionally recognized

that females are born with more gifts for the foreign

language tests than males. For a long time, females'

high self-efficacy has stimulated the achievements of

their foreign language tests, while males may feel

more anxious owing to their lack of foreign language

ability. On the other hand, some scholars assert that

the negative correlation between FLTA and the use

frequency of learning strategies, which, to some

degree, alleviates FLTA of females. Due to the social

stereotype, it is preferred that the expectation for

females’ foreign language test achievement, which

drives females’ motivation to perform well in tests

and indirectly encourages them to give consideration

to foreign language test strategies (Table 2).

Table 2: Difference test of the total scores of foreign

language test anxiety and each dimension by gender.

M±SD

t  p

Male

(

n=126

)

Female

(

n=39

)

Emotion

9.60±5.3826.41±5.32

-3.241 0.001**

Behavior

1.98±3.7721.49±3.84

-0.716 0.475**

Individual

nition

34.26±7.3131.79±8.93

-1.744 0.083**

Physiological

arousal

14.83±4.7013.97±5.13

-0.976 0.331*

Foreign

language test

anxiet

97.64±

17.82

91.10±

19.43

-1.960 0.052*

<0.01 **

<0.001

The Relationship Between Freshmen’s Foreign Language Test Anxiety and Foreign Language Test Scores: Taking Colleges and Universities

in Jiangsu Province as An Example

533

5.3 Comparison of Professional

Differences in Total Scores of

FLTA and Those of Each

Dimension

The average scores of FLTA in science and

engineering specialties are significantly higher than

those in liberal arts specialties (t = 2.214, p < 0.01).

Similarly, there are disparities in the scores of science

and engineering specialties and liberal arts specialties

in the four dimensions of emotion, behavior,

individual cognition, and physiological arousal. The

use of foreign languages by those who major in

science and engineering is lower than that of

freshmen majoring in liberal arts due to the

characteristics of their major, delivering a blow to

fewer opportunities for them to practice foreign

languages in daily life and further increasing their

FLTA. On the other hand, freshmen majoring in

liberal arts tend to pay attention to the

comprehensiveness and practicality of foreign

languages, while freshmen majoring in science and

engineering apply English to academic reading and

writing, ignoring the cultivation of other foreign

language abilities (Table 3).

Table 3: Difference test of foreign language test anxiety

scores by major.

M±SD

t p

Science and

engineering

specialties

(

n=121

)

Liberal

arts

specialties

(

n=44

)

Emotion

29.45±5.38 27.18±5.61

2.364 0.019*

Behavior

22.17±3.70 21.02±3.91

1.740 0.084*

Individual

cognition

34.38±8.01 31.75±

6.77

1.940 0.054*

Physiologica

l arousal

15.04±4.89 13.50±

4.40

1.836 0.068*

Foreign

language test

anxiet

97.98±

18.41

90.91±

17.41

2.214 0.028*

* p<0.01

5.4 The Relationship Between

Freshmen's FLTA and Foreign

Language Test Scores

The Pearson correlation coefficients of these

four dimensions and the total score of FLTA are

manifested in the following table 4, which has

passed the significance test at the significance

level of 0.05. Therefore, the analysis revealed an

inverse correlation between these variables, as

indicated by the statistical findings. It is found

that freshmen's FLTA score can be a prediction

of their foreign language test achievement. In

other words, the lower the score of FLTA is, the

greater the foreign language test achievement is,

thereby corroborating earlier research findings

(e.g., Tucker et al., 1976). However, some

scholars reported the facilitative anxiety in

foreign language contexts (e.g., Kleinmann,

1977), which counts on the difficulty of the

target task: when it is difficult, the negative

effects of anxiety are unavoidable. Over the

years, the average passing rate of college

students in CET-4 is 40%, indicating that its

difficulty, in which context excessive anxiety

will bring out negative effects on foreign

language test achievement.

Table 4: Correlation analysis between the scores of FLTA

and each dimension and the those of CET-4.

Scores of CET-4

Emotion -0.203**

Behavior -0.238**

Individual cognition -0.211**

Physiological arousal -0.171*

Foreign language test anxiety -0.234**

5.5 Regression Analysis of The Total

Score of Foreign Language Test

Anxiety and Foreign Language Test

Scores

The explanation rate of foreign language anxiety (X)

to CET-4 scores (Y) was 7.2%, and the regression

coefficient of "foreign language anxiety" was -0.269,

which passed the significance test and was

significantly different from zero (p < 0.001). It is an

indication that the general FLTA has a significant

negative impact on the scores of CET-4, and the

influence coefficient is 0.269. Therefore, the single-

variable regression equation between overall foreign

language learning anxiety and CET-4 achievement

can be summarized as Y = 620.307-0.269X (Table 5).

IESD 2025 - International Conference on Innovative Education and Social Development

534

Table 5: Regression analysis of FLTA and CET-4.

Non-

normalized

coefficients

Norma

lized

coeffic

ients

t p Significance of

regression

equation

S．

Beta F R

Const

ant

620.

307

25.2

- 24.5

0.00

3**

F (1,158)=

12.335,

p=0.001

Forei

langu

age

test

anxie

0.92

0.26

-0.269 -

3.51

0.03

4**

<0.01 **

<0.001

6 DISCUSSION

The results showed that the average score of FLTA of

freshmen is 96.097 and is at a moderate level

generally. The scores of the aspects of emotion,

behavior, individual cognition, and physiological

arousal are different. Gender-based variations exist in

the level of FLTA experienced by freshmen, with

males demonstrating higher levels of anxiety

compared to females. Disparities in FLTA are

observed between freshmen majoring in science and

engineering versus those in liberal arts specialties,

with the former exhibiting higher than the latter.

There exists an inverse relationship between FLTA

and foreign language test achievement, indicating that

FLTA substantially compromise participants' test

scores.

Several methodological constraints should be

taken into consideration to facilitate more future

elaboration of this research domain. First, it needs to

be admitted that the limitations in terms of

demographic homogeneity across age groups,

educational levels, geographical distribution as well

as gender imbalance within the participant pool.

Therefore, the sample lacks comprehensive

generalizability across the broader spectrum of

Chinese foreign language learner population, thereby

restricting the potential for broader application of the

study's findings across varying educational settings

and demographic contexts. Second, there is little

analysis about factors such as emotion, behavior, and

so on that affect college students' FLTA. If not, it is

impossible that more constructive suggestions can be

offered for the strategies of foreign language tests.

Despite these methodological constraints, the

findings have both theoretical and pedagogical

implications. Considering the FLTA, this study

explains the performances and features of college

students ’ foreign language test experiences and

further explores the correlation between these four

dimensions and foreign language test achievement.

Hence, it highlights that the prevalence of FLTA

among college students is compounded by the old

strategies of the foreign language tests. For teachers

and policymakers, the implementation of diversified

assessment frameworks in educational settings

should be prioritized as a fundamental task

necessitating the systematic exploration of multiple

evaluation approaches within instructional contexts.

For example, teachers can incorporate supplementary

assignments with incentive-based scoring systems

and increase the frequency of formative assessment

opportunities (Bensoussan, 2012). It is suggestive for

them to replace quantitative scoring mechanisms with

qualitative evaluation systems and allow college

students to be involved in the assessment design

process (Joy, 2013). For college students, it is

requisite and indispensable to have a firm grasp of the

essence and existence of FLTA. Its issue should be

recognized reasonably and discussed directly, which

effectively mitigate learners' anxiety by dispelling

prevalent misconceptions (Phillips, 1992).

7 CONCLUSION

FLTA plays a significant role in predicting foreign

language test performance, with its effects being

multifaceted and influenced by various factors. The

present study mainly focuses on the current situation

of freshmen’s FLTA and its relationship with foreign

language test achievement. The adapted

questionnaire and a quantitative method were used to

make analyses about the level of FLTA of

contemporary college students and to see whether

there is relationship between FLTA and performance.

The findings of this study revealed the current

situation that FLTA of college students is at the

middle level, and there were significant differences in

gender and major. This study also shows that FLTA

exerts a detrimental influence on assessment

outcomes, at least under similar circumstances, which

is undoubtedly a predictor of foreign language test

achievement. It indicates that elevated FLTA typically

The Relationship Between Freshmen’s Foreign Language Test Anxiety and Foreign Language Test Scores: Taking Colleges and Universities

in Jiangsu Province as An Example

535

correspond with diminished academic outcomes, and

vice versa. It suggests that alleviating FLTA will

potentially enhance the performances of the foreign

language tests to some extent. Consequently, different

individuals including teachers and college students

themselves should implement strategies to mitigate

the anxiety in order to enhance their foreign language

test achievements.

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