Once again, it’s that time of year: our exam preparation period is almost over, and we are approaching the culmination of our joint efforts with learners who will soon sit their English language exams. Stress levels soar, and negative thoughts creep in—just like the exam material, which, in certain cases, may feel unmanageable. So, what can we do to alleviate this anxiety and all the troubling thoughts surrounding exam performance?
Numerous tips circulate across blogs and websites, offering exam takers some insight into what to expect on the actual exam day. Our approach draws on the enduring concept of a growth mindset, as proposed by eminent psychologist Carol Dweck (2017). There is always room for new knowledge and new foundations to build it on. Hence, candidates can be reassured that any outstanding “areas of interest” can be mastered with persistence and courage. It is precisely the role of the teacher to mobilize their resources and ensure that each candidate receives the attention they need to do their best. After all, Dweck’s research on motivation has shown that “this growth mindset allows people to thrive during some of the most challenging times in their lives.”
Speaking of challenges and the pivotal role of motivation, the most significant factor affecting exam performance is emotional well-being. Experience has shown that—preparation aside—our learners need to believe in themselves and envision their own path to success. To this end, students should be encouraged to visualize their route: the exam venue, the surroundings, the proctors, and, most importantly, the confidence they’ll feel. This kind of simulation can help learners become more emotionally prepared, and—alas—reduce stress.
Another effective strategy is focusing on students' individual strengths. For example, teachers can leverage a learner’s multitasking skills to highlight how well today’s generation handles multiple challenges. This analogy can be used to explain the demands of the exam setting. The idea is to build on learners’ strengths, helping them stay grounded and counterbalance any weaknesses. Importantly, the way teachers have treated mistakes and setbacks throughout the course will strongly influence how students perceive success and failure. In this respect, we should never penalize mistakes as failures but frame them as opportunities for growth.
More tangible advice relates to the four core language skills. Reading and listening—receptive skills—require attention to detail, identifying distractors, and spotting synonymous expressions. Speaking and writing—the productive skills—demand creativity and ownership. Students should be reminded that when they speak or write, they are given a unique chance to shine and leave their personal mark. Encourage them to impress, to express, and to create work they can be proud of.
Finally, it’s time to say goodbye to our students—especially those sitting the C2 exams. Teachers are often the role models students look up to. Many go on to pursue careers in education or develop talents that blossom far beyond the classroom. Over the years, teachers have played a crucial role in imparting knowledge and instilling values that students carry for life. As English language teachers, we have worked hard to equip our students with communication skills that will serve them not only professionally but personally.
Despite the argument that exams are simply tools for measuring ability, the truth is—they matter. In both our world and that of our learners.
Above all, educators should remind learners to be proud of what they have achieved. Personally, I write each of my students a short letter before their exams. Although customized for each candidate, the letter always ends the same way:
“I know I am proud of you—and I always will be.”
References
Dweck, C. (2017). Changing the way you think to fulfill your potential. New York: Constable & Robinson Ltd.
