Students’ Test Anxiety in the Preparation of High-Stakes Examinations: Case of the Baccalaureate Exam

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Outline:

General Introduction
Chapter One: Literature Review
1.1. Introduction
1.2. Testing Defined
1.2.1. High-Stakes Testing
1.2.2. Low-stakes Testing
1.3. ELT in Algeria
1.4. The Baccalaureate Exam in Algeria
1.5. Test as Levers of Change
1.6. Washback Effect
1.6.1. Positive Washback Effect
1.6.2. Negative Washback Effect
1.6.2.1. Teach-to-the-Test Approach
1.7. Test Anxiety
1.7.1. Test Anxiety and High-Stakes Exams
1.7.2. Test Anxiety Components
1.7.3. Remediation for Test Anxiety
1.7.4. Fear and Efficacy Appeals on Test Anxiety
1.8. Conclusion
Chapter Two: Data Collection and Analysis
2.1. Introduction
2.2. Research Methodology
2.4. Sample Population
2.4.1. Students’ Profile
2.4.2. Teachers’ Profile
2.4.3. Parents’ Profile
2.5. Data Collection
2.5.1. Questionnaire to Students
2.5.1.1. Design of the Questionnaire
2.5.1.2. Results of the Questionnaire
2.5.2. Questionnaire to Teachers
2.5.2.1. Design of the Questionnaire
2.5.2.2. Results of the Questionnaire
2.5.3. Interview to Parents
2.5.3.1. The Interview
2.5.3.2. Results of the Interview
2.6. Discussion of the Main Results
2.7. Conclusion
Chapter three: Overcoming Test Anxiety
3.1. Introduction
3.2. Suggestions and Recommendations
3.2.1. Role of Teachers
3.2.1.1. Classroom Management
3.2.1.3. Coaching Courses
3.2.2. Role of Students
3.2.3. Role of Parents
3.3. Conclusion
General Conclusion
Bibliography

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