ELLs’ Voices: Their Experiences About WIDA ACCESS Testing And Ways To Support Them

This study investigated the lived experiences of 15 English Language Learners (ELLs) in relation to the annual WIDA ACCESS assessment. Using a mixed-methods design, the research combined quantitative survey responses with qualitative interview data to gain a more complete understanding of how students perceived the test and the supports provided to them. Findings revealed that participants often experienced anxiety before the test, felt confident during the test, and became nervous afterward. They expressed a need for clearer instructions, more practice opportunities, and a preference for paper-based testing. The study also emphasized the importance of culturally responsive instruction, consistent preparation, and meaningful family engagement. These insights aim to inform more equitable approaches to language testing by centering the perspectives of the learners themselves and advocating for changes that nurture confidence, reduce stress, and support language development.