Exploring Gender Based Listening Anxieties in Computer Based IELTS Tests: An In-depth Investigation

Abstract

The current study investigates diverse listening anxieties experienced by both genders during the computer-based IELTS listening test. Three key anxieties are examined: cognitive and physical stress, pronunciation and accent challenges, and language and vocabulary knowledge issues. A notable difference in responses between genders is observed, with females exhibiting increased anxiety levels when listening and typing simultaneously. In contrast, males face challenges comprehending different accents within the same audio. Both genders express significant apprehension regarding encountering unknown words. Employing a quantitative approach, the study analyses data from 88 participants who have recently appeared in the Computer-Based IELTS exam. Descriptive statistics serve as the primary analytical tool. Results indicate that the transition to screen-based IELTS introduces a few challenges for students accustomed to paper-based testing, exacerbating existing anxieties. The study advocates for integrating realistic practice tests into classroom curricula to alleviate screen related fears and prepare students for the exam environment. This research sheds light on the nuanced dynamics of listening anxieties in screen-based testing contexts, providing insights for educators and test administrators to enhance student preparation and performance.