A Lens On Exams: Efl Students’ Feelings, Metaphors, And Wellbeing

Résumé: Exams are the highlight of the academic year for many students and teachers since they are the main yardstick used to measure success and failure in many institutions. This form of summative evaluation engenders several feelings in students, such as fear, stress, worry, doubt, threat, and anxiety. Thereby, this research studies EFL students’ exam feelings, metaphors, and practices. It aims to understand how learners view exams, what they feel during them, and how they alleviate their emotional effects. To achieve this goal, 20 university students took part in a qualitative case study that relied on five main open-ended questions. The content and thematic analysis methods are employed to examine participants’ replies, unfolding and confirming the phenomenon of exam fear, stress, and anxiety. The study recommends using self-regulated study skills, meta-cognitive strategies, and stress-relieving practices to surmount unpleasant emotions during the exam period. Updating examination methods and modes is also encouraged.

Publié dans la revue: مجلة البحوث التربوية والتعليمية