Impact of oral exams’ design on reducing anxiety of bilingual primary school students of science
This article aims to explore the impact of using didactic teaching techniques to reduce the levels of anxiety in student’s oral exams. (method= protocol). The selected participants were all sampled from students in the 6th elementary school class, all enrolled in a bilingual program. A pre-post-test...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universidad de Alcalá (UAH) |
| Repositorio: | e_Buah Biblioteca Digital Universidad de Alcalá |
| Idioma: | inglés |
| OAI Identifier: | oai:ebuah.uah.es:10017/65158 |
| Acceso en línea: | http://hdl.handle.net/10017/65158 |
| Access Level: | acceso abierto |
| Palabra clave: | Anxiety CLIL Oral exams Primary education Protocol Bilingual education Ansiedad AICLE Exámenes orales Educación primaria Protocolo Educación bilingüe |
| Sumario: | This article aims to explore the impact of using didactic teaching techniques to reduce the levels of anxiety in student’s oral exams. (method= protocol). The selected participants were all sampled from students in the 6th elementary school class, all enrolled in a bilingual program. A pre-post-test design was applied to this case study. Anxiety data were collected by students who felt anxiety during an oral test before applying the protocol and afterwards, using the 33-item questionnaire (Appendix 1). After implementation and the development of the procedure designed to reduce anxiety, additional data were collected to measure the impact of the protocol. The results showed that it had a significant impact on anxiety reduction. The use of this protocol could be useful on elementary school students' learning but also for students in other classes and to facilitate further research. Keywords: anxiety, CLIL, oral exams, Primary education, protocol, Bilingual education. |
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