Navigating the Lexical Labyrinth: Vocabulary Test Anxiety, Teacher Strictness, and Strategic Mastery in ESL Assessment

Vocabulary Test Anxiety (VTA) is a critical yet under-explored factor influencing English as a Second Language (ESL) learners’ test performance. This study investigates the correlation between VTA, teacher strictness, and test-taking strategies among Saudi university students, highlighting their impact on vocabulary test outcomes. Five ESL learners from the Preparatory Year Program (PYP) at King Faisal University participated in think-aloud protocols while completing specially designed vocabulary assessments. Employing both quantative and qualitative research design, results revealed that perceptions of teacher strictness and individual coping strategies significantly moderated the effects of VTA on performance. These findings underscore the importance of transparent assessment practices, effective metacognitive strategies, and culturally sensitive teacher training in reducing anxiety and promoting equitable measures of lexical knowledge.