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Exam Anxiety and Vocabulary Challenges: Insights from Postgraduate Female Students in Open and Closed Book Exams

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Title: Exam Anxiety and Vocabulary Challenges: Insights from Postgraduate Female Students in Open and Closed Book Exams
Language: English
Authors: Abdullah Al Fraidan, Meznah Saud Abdulaziz Alsubaie
Source: Educational Process: International Journal. Article e2025026 2025 14.
Availability: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Test Anxiety, Vocabulary, Females, Books, Textbooks, Notetaking, Tests, Test Format, Graduate Students, Student Attitudes, Difficulty Level, Thinking Skills, Problem Solving, Rote Learning, Independent Study, Barriers, Masters Programs, Universities, Foreign Countries, Arabs, English Departments
Geographic Terms: Saudi Arabia
ISSN: 2147-0901
2564-8020
Abstract: Background: This study examines the effect of test anxiety on the academic performance of postgraduate female students, focusing on their perceptions and experiences in open-book exams (OBE) and closed-book exams (CBE). Method: A qualitative case study design was employed using the Thinking Aloud Protocol (TAP) to collect data from five Saudi postgraduate students majoring in English at King Faisal University. Participants verbalized their thoughts and reflections during and after the exams, offering insights into their cognitive and emotional processes. Findings: The results indicate that while OBEs generally reduce anxiety by offering access to resources, they introduce unique challenges, including synthesizing information and managing time. CBEs, on the other hand, often exacerbate anxiety due to their emphasis on memorization and dense curricula. Vocabulary-related anxiety emerged as a significant factor across both exam formats, although students found unfamiliar terms easier to manage in OBEs. Implications: The study highlights the critical role of educators in shaping students' exam perceptions and the profound impact of initial expectations on their performance. Practical implications include the need for anxiety-sensitive assessment designs and the creation of supportive learning environments that mitigate stress and foster success. Recommendations: The research underscores the importance of addressing vocabulary challenges in both exam types and calls for further investigation into test anxiety across diverse academic and demographic contexts.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1459608
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Exam Anxiety and Vocabulary Challenges: Insights from Postgraduate Female Students in Open and Closed Book Exams
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  Data: <searchLink fieldCode="AR" term="%22Abdullah+Al+Fraidan%22">Abdullah Al Fraidan</searchLink><br /><searchLink fieldCode="AR" term="%22Meznah+Saud+Abdulaziz+Alsubaie%22">Meznah Saud Abdulaziz Alsubaie</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Process%3A+International+Journal%22"><i>Educational Process: International Journal</i></searchLink>. Article e2025026 2025 14.
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  Data: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
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  Data: 19
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Test+Anxiety%22">Test Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Books%22">Books</searchLink><br /><searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Notetaking%22">Notetaking</searchLink><br /><searchLink fieldCode="DE" term="%22Tests%22">Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Format%22">Test Format</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Rote+Learning%22">Rote Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Masters+Programs%22">Masters Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Arabs%22">Arabs</searchLink><br /><searchLink fieldCode="DE" term="%22English+Departments%22">English Departments</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Saudi+Arabia%22">Saudi Arabia</searchLink>
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  Data: 2147-0901<br />2564-8020
– Name: Abstract
  Label: Abstract
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  Data: Background: This study examines the effect of test anxiety on the academic performance of postgraduate female students, focusing on their perceptions and experiences in open-book exams (OBE) and closed-book exams (CBE). Method: A qualitative case study design was employed using the Thinking Aloud Protocol (TAP) to collect data from five Saudi postgraduate students majoring in English at King Faisal University. Participants verbalized their thoughts and reflections during and after the exams, offering insights into their cognitive and emotional processes. Findings: The results indicate that while OBEs generally reduce anxiety by offering access to resources, they introduce unique challenges, including synthesizing information and managing time. CBEs, on the other hand, often exacerbate anxiety due to their emphasis on memorization and dense curricula. Vocabulary-related anxiety emerged as a significant factor across both exam formats, although students found unfamiliar terms easier to manage in OBEs. Implications: The study highlights the critical role of educators in shaping students' exam perceptions and the profound impact of initial expectations on their performance. Practical implications include the need for anxiety-sensitive assessment designs and the creation of supportive learning environments that mitigate stress and foster success. Recommendations: The research underscores the importance of addressing vocabulary challenges in both exam types and calls for further investigation into test anxiety across diverse academic and demographic contexts.
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  Data: 2025
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  Data: EJ1459608
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
    Subjects:
      – SubjectFull: Test Anxiety
        Type: general
      – SubjectFull: Vocabulary
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Books
        Type: general
      – SubjectFull: Textbooks
        Type: general
      – SubjectFull: Notetaking
        Type: general
      – SubjectFull: Tests
        Type: general
      – SubjectFull: Test Format
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Rote Learning
        Type: general
      – SubjectFull: Independent Study
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Masters Programs
        Type: general
      – SubjectFull: Universities
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Arabs
        Type: general
      – SubjectFull: English Departments
        Type: general
      – SubjectFull: Saudi Arabia
        Type: general
    Titles:
      – TitleFull: Exam Anxiety and Vocabulary Challenges: Insights from Postgraduate Female Students in Open and Closed Book Exams
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            NameFull: Abdullah Al Fraidan
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            NameFull: Meznah Saud Abdulaziz Alsubaie
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              Type: published
              Y: 2025
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              Value: 2564-8020
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