Date of Graduation
Master of Arts in Teaching English to Speakers of Other Languages (TESOL)
School of Education
Teaching English as a Second Language
Luz Navarette Garcia
Test anxiety among students at all levels is a well-documented phenomenon. Academic English learners, however, such as those who enroll in for-credit academic classes in California community colleges, face issues specific to their situation. Most notably, these students are often unfamiliar with the multiple-choice question (MCQ) test format, which is common in the United States but not as frequently utilized in in other countries. Students thus lack knowledge of the specific strategies and approaches that can help them successfully complete an assessment offered in this format. Both test anxiety and cultural unfamiliarity with assessment formats can prevent students from exhibiting their true language skills, and this in turn can hinder their academic and career progress. This field project addresses the specific needs of academic ESL students facing MCQ assessments. It aims to give students the test skills and tools they need to approach multiple-choice questions on grammar and reading with confidence. The project consists of a curriculum for three one-hour workshops. The first addresses general test-taking skills, while the other two discuss reading assessment strategies and grammar assessment strategies respectively. Each workshop also contains a discussion section where students can engage in peer-to-peer learning with each other. The hour-long workshops can be presented as stand-alone sessions or incorporated into class lesson time as appropriate. Lesson plans and worksheets for all three workshops are compiled into a printable manual for the instructor.
Selke, Lori, "Taming Test Anxiety about Multiple-Choice Questions in Academic-Track ESL Students: A Test-Taking Skills Workshop Series" (2020). Master's Projects and Capstones. 990.