VSTEP Test Anxiety among Public University Students in the Central Highlands: Levels and Stressors
Main Article Content
Abstract
High-stakes English assessments such as the VSTEP (Vietnamese Standardized Test of English Proficiency) pose significant challenges for non-English major undergraduates, particularly as the exam functions as a crucial graduation requirement. While the policy intends to improve overall language proficiency, it often generates considerable anxiety, especially among students from disadvantaged backgrounds. This study investigated the degree and sources of VSTEP-related test anxiety among 240 non-English majors at a public university in Vietnam’s Central Highlands. Data were collected through a 28-item adapted version of the Foreign Language Classroom Anxiety Test, administered both online and in paper form. Results indicated high levels of anxiety, characterized by low self-confidence in language ability, fear of failure, and negative evaluation. Limited exposure to English and strict time constraints further intensified students’ stress, particularly among the final-year ones nearing their graduation. The findings highlight the psychological burdens of uniform high-stakes testing policies and underscore the need for institutional support, anxiety-reducing pedagogy, and policy adjustments to promote fairness.
Keywords
Language assessment, non-English majors, test anxiety, VSTEP
Article Details
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