Exploring Students' Perceptions of Language Testing Challenges: A Case Study of European Languages Department 3rd Semester Students

Abstract

This study investigates adult EFL learners' perceptions of challenges within the language testing context, focusing on 3rd-semester undergraduates at the European Languages Department, University of Benghazi. Utilizing a mixed-methods descriptive approach, data were collected from 30 students through a multidimensional perception questionnaire adapted from established assessment literacy frameworks. Quantitative results reveal a significant instructional gap, particularly regarding the lack of timely diagnostic feedback (M = 2.77, SD = 0.94), which hinders students' ability to identify and rectify structural errors. Qualitative thematic analysis identifies test anxiety (M = 4.47, SD = 0.63) and cognitive saturation as the primary inhibitors of performance. Students reported frequent "mental blocks" and "word forgetting" during high-stakes evaluations, indicating that emotional dysregulation, rather than a lack of content knowledge, serves as a primary barrier to demonstrating linguistic competence. These results align with neuro-cognitive theories of late L2 processing, which posit that the simultaneous demands of morphosyntactic retrieval and time pressure overwhelm the brain's executive functions. Consequently, the study emphasizes the necessity for low-stakes formative assessments, explicit test-taking strategy instruction, and streamlined feedback cycles to mitigate negative washback and foster a more supportive assessment environment.