The role of context clue strategies in english as a foreign language learners’ test anxiety

This study investigates the relationship between English as a Foreign Language (EFL) learners’ use of context clue strategies and their levels of test anxiety. A newly developed instrument, the Impact of Context Clues on Test Anxiety (ICCTA) scale, was validated through exploratory factor analysis, revealing a three-factor structure: worry, task-irrelevant thoughts, and physiological tension. Cronbach’s alpha values confirmed satisfactory internal consistency for the scale. The study examined whether the use of context clues predicted test anxiety while controlling for variables such as gender, age, and self-reported proficiency through multiple regression and ANCOVA analyses. Results indicated no significant relationship between the use of context clues and test anxiety levels. Although context clues remain valuable for vocabulary acquisition, they appear ineffective as a strategy to alleviate anxiety in evaluative situations. These findings offer early implications for language educators seeking to support learners’ emotional well-being during assessments and highlight the need for further research on strategies to reduce test anxiety.