A Study on the Causes of HSK Speaking Test Anxiety Among International Students and Its Intervention Strategies

Abstract

This study employs a mixed-methods approach to systematically explore the multidimensional causes of anxiety among international students taking the HSK Speaking Test in China and to propose intervention strategies. Through a questionnaire survey of 164 international students and in-depth interviews with 9 students, the study identified four key dimensions contributing to anxiety: (1) Personal factors (such as low self-efficacy and insufficient language proficiency); (2) Exam-related factors (including exam difficulty and exam environment); (3) Teaching factors (such as separation of teaching and testing, insufficient guidance on exam preparation strategies, etc.); (4) Sociocultural factors (such as the concept of “face,” academic development pressure, etc.). Based on this, this study proposes an integrated intervention framework: At the teaching level, implement a “cognitive-behavioral” dual-track training program, combining cognitive restructuring techniques with simulated exam practice to help students establish adaptive coping mechanisms; At the individual level, establish a tiered intervention system based on language proficiency and cultural background; At the environmental level, optimize the examination room setup and construct ,establish “Standardized and Private Smart Testing Booths”. This study not only expands the application of language test anxiety theory in non-alphabetic language contexts but also provides empirical evidence for the development of psychological support systems in international Chinese language education, holding significant practical value for achieving a virtuous cycle of “promoting learning through testing.”