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If one word haunts students, it’s surely "EXAMS." Over the years, educators have faced numerous challenges in exam preparation, particularly concerning students' mental health. This article explores strategies for overcoming both educational and psychological hurdles, along with insightful observations about the culture of exams.
THE ORIGIN OF EXAMINATIONS
The concept of exams is nothing new. It was first introduced during the Sui Dynasty, when, according to Needham (1986), the Chinese civil servants were selected “based on merit and knowledge rather than aristocratic lineage.”
Thus, a standardized test offered every candidate a fair opportunity to compete for the position. This testing method was later implemented in various fields, including English language assessment. However, what is intriguing is how a bureaucratic tool originally designed for fair selection has become a major source of struggle for learners.
SETTING THE RIGHT EXPECTATIONS
Sitting for an examination can seem daunting, and one of the main reasons is expectations. As educators, we ought to be clear and direct with our students and help them realize that the examination process is a means of confirming that they already possess the knowledge required for certification. Nevertheless, true skills are best demonstrated in real-life contexts rather than in a room full of similarly stressed peers awaiting assessment.
Along with educators, parents also play a crucial role in language testing; the strategy should be shared with them as well so that they maintain the same supportive attitude toward their children. Research suggests that excessive pressure from parents reduces intrinsic motivation, decreases enjoyment in learning, and lowers overall satisfaction of basic psychological needs (Hill & Tyson, 2009).
Conversely, when parents provide support and encouragement rather than pressure, children tend to have higher motivation, greater academic enjoyment, and improved emotional resilience. In this way, learners can handle failure more effectively and interpret exam preparation as a challenging yet temporary experience—one that contributes more to character building than to language competence.
UNDERSTANDING THE TEST
Another significant struggle is poor exam preparation. This issue is not about endless hours of practice tests but rather a lack of understanding of what the test requires. As educators, we should thoroughly elaborate on the requirements of the level being tested, the marking criteria, and the expectations for each task.
For example, in Writing and Speaking tasks, students should not merely glance at their marks but analyze their performance in detail. Some essays may meet content and development requirements yet score poorly due to weak grammar or limited vocabulary. A B2-level essay cannot receive high marks if the language aligns with A2-level grammar and vocabulary.
As a result, classroom time spent reviewing practice papers is invaluable, since it allows us to clarify errors and suggest improvements to enhance students’ performance.
THE IMPORTANCE OF CRITICAL THINKING
Critical thinking is indispensable for exam preparation. As it is one of the toughest skills to develop, it is our responsibility as educators to ensure that each learner is prepared to respond thoughtfully to any question.
This ability can only be refined by using educational material that asks questions, makes learners wonder and doubt their preexisting knowledge, brainstorms and generates genuine ideas on various topics, and teaches them to converse with peers through the exchange of solid arguments embellished with topic-related vocabulary.
It is a grave error to provide students with ready-to-memorize bullet points, paragraphs, or even texts in an effort to develop their language skills. Not only does this hinder the learning process, but it also trains them to accept and repeat someone else’s thoughts and ideas.
If we manage to cultivate a skill like this, exam-taking will become easier since the fear of the unknown will be alleviated. Undoubtedly, it is a relief for them to feel that they can think critically, generate relevant content, and express their ideas confidently.
THE ROLE OF STIMULI
A key factor to success, which should be present from an early age, is exposure to the target language. While classrooms should simulate native-like contexts, a key prerequisite for exam success is exposure to the target language and the ability to mimic natives in various contexts as much as possible.
Music, films, traveling, books, and social media comprise a “dream team” of external stimuli, aiding the student in obtaining knowledge that will be useful in language testing.
MUSIC AND LANGUAGE LEARNING
A study by Levitin & Tirovolas (2009) found that music can boost language learning by helping with word recognition and memory through melody and rhythm. Therefore, a classroom relaxation exercise can serve as an excellent exam preparation tool. Listening to a song and spotting grammatical phenomena, collocations, etc., can foster students' love for music and simultaneously train them for exams.
FILMS AND SOCIAL MEDIA
Similarly, watching films and engaging with social media platforms help learners improve listening skills, expand vocabulary by exposing them to both formal and informal speech, idioms, and various accents, and build fluency (Vanderplank, 2010). The visual context further aids understanding. A classroom debate on film selections can encourage critical discussion, with the chosen film being watched and analyzed the following week.
LITERATURE AND READING
Literature offers rich insights into culture and historical context, helping learners build vocabulary, strengthen grammar, and improve comprehension—all of which contribute to greater overall language proficiency. Team reading activities can be both entertaining and educational: each group of students can be assigned a contextually appropriate book and read one chapter per week.
TRAVEL AND IMMERSION
Traveling provides one of the most effective language learning strategies. When learners interact with native speakers, they can practice speaking and listening in real-life settings. Research shows that immersion greatly accelerates language acquisition by developing fluency and building confidence (Johnson, 2009).
Alternatives such as international correspondence and video calls with foreign schools can provide similar benefits and are always feasible.
CONCLUSION
Reflecting on exams, one key thought ties everything together. For native speakers, taking a language exam in their mother tongue is far less stressful because language use is instinctive; they don’t have to think about grammar rules or vocabulary choices the way non-native learners do, causing them more demands and anxiety.
In my view, training our students to think like natives is the ultimate goal in terms of exam preparation.
Language acquisition is a multidimensional process, and exams are just a step along the journey. Unfortunately, exam preparation often overshadows broader language learning, leading both educators and learners to focus solely on test scores rather than the development of a well-rounded knowledge of the language.
As educators, we should continue sharing effective strategies to ensure continuous engagement with the language beyond the classroom; ultimately, what truly matters is that students maintain a lifelong connection with the language outside the classroom, in the real world.
References:
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Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge University Press.
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Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740–763. https://doi.org/10.1037/a0015362
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Johnson, D. (2009). Language learning through immersion and interaction. Studies in Second Language Acquisition, 31(1), 93–114. https://www.cambridge.org/core/journals/studies-in-second-language-acquisition
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Kessler, G. (2018). Technology and language learning: An overview. Language Learning & Technology, 22(1), 1–14.
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Levitin, D. J., & Tirovolas, A. K. (2009). Current advances in the cognitive neuroscience of music. Annals of the New York Academy of Sciences, 1156(1), 211–231. https://doi.org/10.1111/j.1749-6632.2009.04417.x
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Needham, J. (1986). Science and civilisation in China: Volume 6, Biology and biological technology. Cambridge University Press.
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Vanderplank, R. (2010). The role of subtitles in language learning. Language Learning Journal, 38(2), 231–246. https://www.tandfonline.com/doi/abs/10.1080/09571731003763216
About the author:
Danai Stavropoulou, MA in Applied Linguistics/TESOL, BA in English Language and Literature, is the Director of English Studies at The English School, dedicated to empowering students through language education.
