1 Investigating the Reasons Behind EFL Students' Mental Blocks During Examinations The Case of First-Year Students at Mohamed El Bachir El Ibrahimi University A Dissertation Submitted to the Faculty of letters and languages Department of English language Mohamed El Bachir El Ibrahimi of Bordj Bou Arreridj University in partial fulfillment of the requirements For the degree of Master in Didactics of Foreign Languages Boutaghane Aicha Mekhalfia Ikram Dissertation supervisor: Dr. Douadi Fatima. June 2025 Declaration We declare that this dissertation, titled “Invastigating the Reasons Behind EFL Students' Mental Blocks During Examinations ”, is our original work. It was completed under the guidance of our supervisor, Dr. Douadi , and has not been previously submitted to any other institution or university. We also acknowledge that all sources used in this study are properly referenced and certify that this dissertation follows the guidelines of American Psychological Association (APA) 7th edition style guide. This study was conducted at the Department of English, Mohammed El Bachir El Ibrahimi University, Bordj Bou Arreridj, Algeria. Students names: Boutaghane Aicha , Mekhalfia Ikram Dedication 1 ﴾ِ ﴿وَمَا توَْفيِقِي إِلَّا باِللَّا To the heroes of my story :my mother, thank you for being the lighthouse in my life. Your unwavering strength and compassion have shaped the person I am today. To my father, who spent the prime of his youth for my life and learning to you, my support in this life, to you who planted within me an ambition that now pushes me forward toward a successful future. To my beloved brothers, Adem, Oussama, and Abdeljalil your love and presence have always been my quiet strength. To those who encouraged me in my weakness and stood by me in my fear. To the successful and brilliant lady with whom I share the same purpose Aicha, your light has been a source of inspiration and strength. This journey was never mine alone it was built on love, sacrifice, and the prayers of those who believed in me before I believed in myself. IKRAM Dedication 2 ﴾وآخر دعواهم ان الحمد لله ربي العالمين ﴿ To the one who embraced me with her heart before her hands, and with her soul before her eyes. To the one who supported me with her care, becoming a safe refuge, a guardian angel, and with her prayers, a healing balm and a sufficient remedy. To you, my mother To my dear father, You gave your best years to support me and build my future. Your sacrifices, your wisdom, and your love have guided me every step of the way. I owe so much of who I am to you. To my grandfather ,You were the one who comforted me in silence, who wiped my tears and made me feel seen and loved. Even though you’re gone, your memory lives on in my heart. May you rest in peace. To my dear grandmother,You have always believed in me. Your prayers lifted me, and your love gave me hope. You are my second mother and one of my biggest blessings. To all those who believe in me thank you so much To my sisters and brothers,Thank you for being there in my hardest moments. Your love, your laughter, and your support filled the empty spaces in my life and gave me strength to keep going. To my dearest friend Ikram who stood by my side in times of exhaustion and supported me until the very end . AICHA Acknowledgments ﴿وَأنَا سَعْيهَُ سَوْفَ يرَُى﴾ – النجم 40 First and foremost, boundless praise and thanks are due to Allah, whose mercy and guidance have illuminated our path and granted us the strength to complete this research journey. We would like to express our heartfelt gratitude and deep respect to our incredible, beautiful , and supportive supervisor, Dr. Douadi Fatima. After Allah, she has been the cornerstone of this achievement. Her continuous support, insightful feedback, and generous sharing of time and knowledge were vital to the completion of this work. We are truly honored and grateful to have the opportunity to work under her supervision. Our sincere thanks are also extended to all the teachers who have guided us with dedication and belief in our abilities since the very beginning of our academic journey. Special recognition goes to Miss Douadi and Miss Bouacha for their unwavering encouragement and kindness throughout our time in the department. We are also deeply grateful to our respected jury members, Dr. Afaf Djiti and Dr. Hanane Bouziane, for accepting to evaluate our work and for their constructive feedback. Beyond being our examiners, they have also been among the devoted teachers who contributed greatly to our learning experience. We extend heartfelt appreciation to all the participants in our study, whose willingness and honesty made this research possible. List o Tables Table 1 : Students’ experiences with mental blocks during exams…………………………..42 Table 2 : Frequency of mental blocks during exams………………………………………....42 Table 3 : Emotions experienced during exams……………………………………………….44 Table 4 : Difficulties in organising thoughts during exams…………………………………..45 Table 5 : Most challenging aspects of exams………………………………………………...46 Table 6 : Role of language difficulties in mental blocks……………………………...……...47 Table 7 : Language skills causing the most difficulty………………………………………...48 Table 8 : Stressful factors in the exam environment………………………………………….49 Table 9 : Students’ exam preparation method………………………………………………..50 Table 10 : Influence of study habits on mental blocks……………………………………….51 Table 11 : Students’ opinions on alternative assessment methods…………………………...52 List of Figures Figure 1 : Thematic Analysis Process……………………………………………………..33 Figure 2 : Research Themes………………………………………………………………53 List of Acronyms : BBA : Bordj Bou Arreridj EFL : English as a Foreign Language APA : American Psychological Association ACT : Attentional Control Theory RI : Retroactive Interference GPA : Grade Point Average SPSS : Statistical Package for the Social Siences Table of Content Abstract…………………………………………………………………………………..….....2 General Introduction…………………………………………………………………..…….....3 Statement of the problem……………………………………………………….…….…..4 Research Aim and objectives…………………………………………………………….4 Research Question …………………………………………………………………...…..5 Significance Of Study………………………………………………………………….…5 Research Methodology ……………………………………………………………...……6 Structure of Dessertations………………………………………………………….….…..6 Literature Review…………………………………………………………………….………..9 Definition of Examinations………………………………………………...………….…….9 Types of Examinations …………………………………………………..……..……….....11 Oral Examination……………………………………………………...………….......11 Written Examination……………………………………..………….………….…….12 Definition of mental Block………………………………………………………….….…..12 Theories related to mental block……………………………………………………..…..…13 Krashen’s Affective Filter Hypothesis…………………………………………....…..13 The Interference Theory of Forgetting……………………………………………….14 Attentional Control Theory………………………………………………………….15 The Theory of learned helplessness………………………………………………….15 Reasons of mental block during Examination………………………………………………15 Psychologial factor………………………………………………………………………15 Test Anxiety…………………………………………………………..…………………16 Self Doubt and Low confidance ……………………………………..…………….…..17 Fear of Negative Evaluation …………………….………………………………….…18 Depressions and Academic Performance………………..……………………..………18 Self Efficacy………………………………………………………………………………18 Congnitive and Linguistics defficulties…………………………..……………………..…….19 Language Writting Challenges……………………………………………….…………...19 Mental Interference and Intusive thoughts…………………………..……….……….…..20 Overwhelming Anxiety and Memory Distruptions……………………..……………...….20 Academic Writting and Cognitive Overload………………………………….……..……20 Surface Learning approches and mental Block ……………………………….……..……21 Cognitive overload……………………………………………………………..…….……21 Enviromental and external Stressors………………………………………..…………….…22 Exam Enviroment and Distractions…………………………………………………….…22 Parantal and social Pressure ……………………………………………………....……22 Strict Time constraints and Congnitive overload …………………..……………..……..23 Exam Format and unexpected Questions……………………………………………..….23 Sleep Deprivation and cognitive Performance……………………………………….….23 Study Habit and prepration Strategies ……………………….…………………………..…24 Lack of writting Practice and exam Readiness………………………………………..…24 Poor study habit and Gramming……………………….……………………………...…24 Conclusion……………………………………………….………………………………….24 Methodology…………………………………………………..…………………………….27 Research Questions and Objectives…………………………………………………........27 Research Pradigm ……………………………………………………………..….………28 Research Design…………………………………………….…………………….…...…28 Research Instruments…………………………………….……………………….……..30 Structred questionnaire…………………………………………………….….….....30 Piloting Research Instruments………………………………………………..….….31 Setting and Sampling Technique ……………………………………………..…….32 Data collection Procedures………………………………………………….………...…..32 Data analysis ………………………………………………………………….…………..32 Data familiarization…………………………………………………………..……………..34 Generating first codes………………………………………………………..……………..34 Theme search………………………………………………………………..………………34 Theme review……………………………………………………………..…………………35 Defining and naming theme………………………………………………..………….…..35 Research Validity and Reliability……………………………………………..……………36 Ethical Considirations………………………………………………………………………..37 Conclusion………………………………………………..…………………………..………39 Result and finding ……………………………………….…………………………..……….41 Analysis Student Questionnaire……………………….……………………………...…….41 Thematic Analysis of Open Questions ……………….……………………………………52 Discussion of Result and Finding ……………………….…………………………………..89 Internal Psychological and Cognitive Factors …………………………………………...90 Language and Writing Barriers ……………………………………………………….…90 External Environmental Pressures …………………………………………………….…91 Assessment Preferences and Student Motivation…………………………………….…..91 Coping Strategies and Student Recommendations……………………..…………….…..92 Research limitations…………………………………………………………………...……92 Recomondations for further research ……………………..…………………………..……93 Recommendations for practice……………………………….…………………….……….94 Conclusion ………………………………………………….……………………..…………95 General Conclusion ……………………………………………………………….…………96 References ……………………………………………………………………………………98 Appendicies………………………………………………………………………………….106 113..………………………………………………………………………………………الملخص 2 Abstract Given the cognitive and emotional demands of language learning, EFL students often experience mental blocks during examinations, which hinder their ability to recall information and perform effectively. Identifying the underlying causes of these mental blocks is essential for enhancing students' academic outcomes and psychological well-being. This study aims to investigate the exam-related difficulties faced by first-year EFL licence students at Mohammed El Bachir El Ibrahimi University using a quantitative descriptive research design. Data were collected through a structured questionnaire that included both closed-ended and open-ended questions, and responses were obtained from 82 students. The data were analyzed using descriptive statistics to quantify patterns and thematic Analysis to summarize open-ended responses. The results revealed several contributing factors to mental blocks during exams, including test anxiety, fear of failure, poor preparation, limited language proficiency, and external pressure from teachers or family. Additional issues such as low self-confidence, weak time management, and poor exam organization were also found to significantly affect students’ performance. The study highlights the importance of fostering supportive assessment practices, improving study habits, and addressing emotional challenges in the EFL learning environment. These findings provide valuable insights into the academic challenges faced by Algerian EFL students and offer pedagogical recommendations for minimizing mental blocks during examinations. Keywords : mental blocks, exam anxiety, EFLstudents, mixed-methods , language 3 General Introduction The psychological and cognitive challenges that students face during exams have long been the focus of academic research, particularly in the field of English as a Foreign Language (EFL) teaching (Horwitz, 2001; MacIntyre & Gardner, 1991; Raschka et al., 2009). Among these challenges, mental blocks sudden disruptions in the ability to retrieve or process learned information are a major concern for academic performance . Mental blocks are more than just forgetfulness; they are frequently caused by complex interconnections of linguistic anxiety, self-perception, test pressure, and insufficient coping mechanisms (Dörnyei, 2005; Scovel, 1991; Young, 1999). In EFL environments, particularly where English is taught as a required academic subject, students frequently experience mental blocks during oral or written tests, limiting their capacity to demonstrate actual language competencies (Liu, 2006; Tsiplakides & Keramida, 2009). Researchers have investigated a variety of causes that contribute to this phenomenon, including language competency, exam preparation strategies, classroom dynamics, and socio-cultural expectations. However, despite increased interest in affective elements in language learning, mental blocks during exams is still understudied in several EFL situations. In Algerian higher education, where English is becoming increasingly important in academic programs, EFL students frequently face high-stakes tests that can cause severe stress and anxiety. However, little empirical research has been undertaken to determine the particular reasons for these mental barriers from the students' perspectives. This study aims to address this gap by investigating the fundamental causes of EFL students' mental blocks during exams, with a focus on their psychological, academic, and environmental experiences. By analyzing both the perceived causes and the coping strategies students employ, the study intends to provide insights that could enhance teaching practices and evaluation procedures in Algerian institutions and similar EFL contexts . 4 Statement of the Problem Mental blocks during exams are frequently observed among EFL students, often resulting in poor performance and a loss of confidence. Although previous studies have generally focused on exam anxiety as the primary cause, this perspective may be overly narrow. In reality, mental blocks can result from a variety of psychological, linguistic, cognitive, and contextual issues that hinder students' ablity to think effectively during exams. While studies in other contexts have investigated test-related anxiety (Horwitz, 2001; Zeidner, 1998), there is still a lack of research into the broader causes of mental blocks during examinations, particularly in Algerian academic settings. At Mohammad El Bachir El Ibrahimi, many first-year EFL students struggle with mental blocks, but little is known about what triggers these experiences from their perspective. Therefore, this study seeks to investigate the underlying reasons behind mental blocks among first-year EFL students during examinations, in order to gain a more complete understanding of the issue and to offer practical insights for teaching and assessment. Research Aim and Objectives This study aims to investigate the underlying causes of mental blocks during examinations among first-year EFL students at Mohammad El Bachir El Ibrahimi University. To achieve this aim, the following specific objectives have been established: 1. To explore students’ perceptions of the factors that contribute to mental blocks during EFL examinations. 2. To identify the psychological, linguistic, cognitive, and contextual elements that may influence students’ ability to perform effectively during tests. 3. To examine students’ suggestions on how to reduce or overcome mental blocks in future examination settings. 5 Research Questions After identifying the issue that this study seeks to address, the research questions are framed as follows: 1. What are students’ perceptions regarding the factors that contribute to mental blocks during EFL examinations? 2. What psychological, linguistic, cognitive, and environmental factors do students identify as influencing their performance during exams? 3. What suggestions do students offer to help prevent or overcome mental blocks during EFL examinations? Significance of the Study The significance of this study lies in its contribution to a better understanding of the difficulties encountered by EFL students during examinations. While previous studies have generally focused on test anxiety as the primary cause of poor performance, this study addresses a critical gap by investigating a broader range of psychological, linguistic, cognitive, and environmental factors that may contribute to mental blocks. Specifically, in Algeria, and particularly at Mohammad El Bachir El Ibrahimi University, there is a lack of empirical research that examines these issues from the students' perspectives. This study provides valuable insights into how first-year EFL students perceive and experience mental blocks during exams. 6 Research Methodology This study is guided by the positivist research paradigm, which emphasizes objectivity, measurement, and the use of empirical data. It adopts a quantitative descriptive research design to investigate the causes of mental blocks during examinations among first-year EFL students. The purpose is to describe and analyze patterns and trends related to students' experiences without manipulating any variables. Data were collected using a structured questionnaire administered to a sample of first-year English Licence (Bachelor’s) students at Mohamed El Bachir El Ibrahimi University. The questionnaire primarily consists of closed- ended questions, allowing for statistical analysis and generalizations about the population. Random sampling was employed to ensure a representative selection of participants. This methodological approach was chosen to obtain measurable, objective data that can describe the psychological, cognitive, linguistic, and environmental factors contributing to students’ mental blocks during exams. Structure of the Dissertation This dissertation is organised into three main chapters. It begins with a general introduction, which presents the background of the study, the research problem, research aim and objectives, research questions, significance of the study, research methodology, and the structure of the dissertation itself. Chapter One is the literature review, which is divided into three main sections. The first section provides definitions of examinations and outlines their types, including oral and written examinations. The second section defines the concept of mental blocks, explores its theoretical foundations, and highlights psychological theories related to exam stress and cognitive difficulties. This includes the Affective Filter Hypothesis, the Interference Theory of Forgetting, Attentional Control Theory, and the Theory of Learned Helplessness. The third 7 section focuses on the main reasons behind mental blocks during examinations. It covers psychological factors such as test anxiety, self-doubt, fear of evaluation, and depression; cognitive and linguistic difficulties such as poor writing skills, intrusive thoughts, surface learning, and cognitive overload; as well as environmental and external stressors like exam pressure, time limits, and social expectations. This chapter concludes by identifying gaps in the literature, especially in the Algerian university context. Chapter Two addresses the practical part of the study. It explains the research methodology, including the research paradigm, research design, data collection tool, sampling technique, data collection procedures, and methods of data analysis. It also discusses the steps taken to ensure research quality and maintain ethical standards. Chapter Three presents the findings and results obtained from the student questionnaire. This chapter includes a detailed analysis and interpretation of the data in relation to the research questions and objectives. The dissertation concludes with a summary of the key findings, the limitations of the study, and recommendations for future research and classroom practice. 8 Chapter One: Literature Review 9 Examinations have long been a fundamental component of academic assessment, serving as a means to evaluate students' knowledge, skills, and performance under structured conditions. However, while examinations are intended to measure academic achievement, many students experience mental blocks that hinder their ability to perform effectively. Mental blocks during examinations manifest as sudden cognitive barriers that prevent students from recalling information, organising their thoughts, or expressing their knowledge adequately. The phenomenon of mental blocks has garnered significant attention in educational research, as it is often linked to psychological, cognitive, and environmental factors. Anxiety, self-doubt, cognitive overload, and external stressors all contribute to students' struggles in examination settings. Understanding these underlying causes is crucial for educators, policymakers, and students themselves, as it can lead to the development of strategies to minimise their impact and enhance academic performance. This chapter explores the key concepts related to mental blocks in examinations. It begins by defining examinations and their various types, providing an overview of their role in educational systems. It then delves into the concept of mental blocks, examining their definitions, theoretical foundations, and psychological implications. Furthermore, it analyses the primary reasons behind mental blocks during examinations, including test anxiety, cognitive difficulties, and environmental stressors. By synthesising relevant literature, this review aims to provide a comprehensive understanding of the factors contributing to mental blocks and their impact on students' academic performance. Definition of Examinations Examinations have long been a cornerstone of educational assessment, widely recognized as formal tests that measure what students know and how they perform under prescribed conditions. Traditionally, examinations are seen as structured assessments whether written, 10 oral, or practical that evaluate academic abilities and achievements. Early definitions highlight that examinations are intended to gauge not only a student’s knowledge of a subject but also their ability to perform within a standardized framework (Mathews, 1985; Ahmed, 1993; Iqbal, 1996; Dictionary of Education, 1998). This literature review synthesizes traditional definitions and critical perspectives on examinations, aiming to reveal both their value and limitations in assessing student performance. Examinations are defined as formal tests designed to measure student competence. Mathews (1985) asserts that examinations serve as a means to evaluate educational effectiveness by distinguishing what students can accomplish from what they merely know. Ahmed (1993) expands on this idea by emphasizing the structured nature of examinations, noting that they enable educators to assess performance through grades and rankings. Iqbal (1996) similarly describes the examination process as a systematic method to ensure that students meet predetermined academic standards. The Dictionary of Education (1998) further supports this view by defining examinations as assessments that require students to answer questions or complete specific tasks by measuring proficiency in a given subject area. While traditional definitions underscore the organizational benefits of examinations, a critical body of literature challenges their efficacy and fairness. Ahmad (2001) and Qureshi (1996) acknowledge the role of examinations in improving educational quality yet caution that such assessments may overlook key limitations. Zeidner (1995) introduces the notion that examinations profoundly influence students’ academic and professional trajectories by affecting their confidence and stress levels. This observation is bolstered by psychological research from Carver and Scheier (1994) and Folkman and Lazarus (1985), which highlights that high-stakes testing can trigger significant anxiety and negatively impact performance. 11 Types of Examinations Oral Examination An oral examination is a form of assessment where a student or candidate responds verbally to questions or prompts from one or more examiners. Instead of writing answers on paper , the person demonstrates their knowledge through spoken responses. These examinations can assess different skills than written tests, including verbal communication abilities, quick thinking, and how well someone can explain complex concepts. They may be structured (with predetermined questions) or semi-structured (allowing for conversation flow). One of the primary advantages of oral exams is their ability to develop oral communication skills, which are essential for students in scientific disciplines (ASA Undergraduate Guidelines Workgroup, 2014). Unlike written assessments, oral exams require students to articulate their reasoning clearly, fostering skills that are valuable in professional and academic settings.Another key benefit is the authenticity of oral exams. Students are more likely to encounter situations where they must defend their reasoning rather than take written tests in their future careers (Goodman, 2020, p. 3441). This format allows for more interactive and dynamic assessment, helping instructors assess not only what students know but how they think. Additionally, oral exams serve as a powerful tool for identifying misconceptions. Since students must verbalize their thought processes, educators can engage in meaningful discussions to address misunderstandings and refine students’ conceptual knowledge (Goodman, 2020, p. 3441). Furthermore, oral exams are resistant to plagiarism, as students cannot rely on memorized answers or external assistance; they must demonstrate genuine understanding in their own words (Goodman, 2020, p. 3441). 12 Written Examination Written tests are a popular evaluation method in educational settings because they provide a number of benefits. Their capacity to assess a wide range of knowledge in an organized and standardized way is one of their main advantages. In contrast to oral evaluations, written tests give students the chance to meticulously arrange their ideas, formulate logical arguments, and exhibit their comprehension of difficult subjects in a thorough and thoughtful way (Brown, 2018). The impartiality and dependability of written exams are two other important benefits. Because replies are recorded, they make it easier to compare pupils and provide uniform grading, which lowers the possibility of assessment bias (Smith & Jones, 2021, p. 215). This guarantees that every student is assessed using the same standards, making written tests an impartial and open form of evaluation. Additionally, by requiring students to analyze, synthesize, and apply their knowledge in writing, written exams help students develop critical thinking and independent problem-solving skills which are important for both academic and professional success (Miller, 2019, p. 87). Written exams also help students develop critical writing skills, which are useful in a variety of disciplines, especially in academic and professional communication (Johnson, 2020, p. 132). Definition of Mental Block Mental blocks refer to cognitive barriers that hinder individuals from retrieving or processing information effectively, particularly in high-pressure situations. Roediger and Neely (1982) describe retrieval blocks as instances where information remains temporarily inaccessible due to interference from related concepts, a phenomenon that may explain why students struggle to recall knowledge during examinations. Similarly, Kozak et al. (2008) define mental blocks as cognitive barriers arising from thought suppression, where attempts to ignore 13 distracting thoughts can paradoxically make them more persistent, leading to retrieval failure. Expanding on this, Pattinson and Cotterill (2017) characterise mental blocks as psychological barriers that obstruct individuals from performing learned tasks. In academic settings, these barriers manifest when test anxiety, cognitive overload, and low self-confidence prevent students from recalling information. Andriyenko (2022) further conceptualises mental blocks as internal psychological barriers that impede self-development, noting that in educational contexts, they can obstruct cognitive processes, making information retrieval difficult during exams. Drawing on Bandura’s (1977) self-efficacy theory, Pattinson and Cotterill (2017) argue that individuals with higher self-efficacy are less prone to mental blocks, suggesting that boosting students’ confidence in their academic abilities could mitigate exam-related retrieval difficulties. Theories Related to Mental Block Krashen’s Affective Filter Hypothesis Mental blocks during examinations are a common phenomenon that affect students’ performance, often leading to increased anxiety, decreased confidence, and hindered recall of previously learned material. Various factors contribute to this issue, including affective factors such as stress, lack of motivation, and negative self-perception. Krashen’s Affective Filter Hypothesis provides a theoretical framework for understanding how emotions impact learning and performance. Krashen's (1980) Affective Filter Hypothesis emphasizes how anxiety, confidence, and drive affect language learning. Krashen claims that a strong affective filter, which is brought on by negative emotions, might prevent language input from being processed efficiently, making it harder to understand and recall information. This idea is pertinent to students who encounter mental blocks during exams since their capacity to remember and apply information under pressure can be hampered by elevated anxiety and low self-esteem. Chen's (2020) research takes this concept a step further by examining the part affective factors play in 14 learning English grammar. According to Chen, pupils who experience severe worry may be unable to learn and remember grammar rules since it filters out understandable information. The mental block that occurs during exams, when anxiety and tension impair students' capacity to recall and apply information, is reflected in this phenomena.The Affective Filter Hypothesis was developed by Krashen after Dulay and Burt (1977) originally proposed the notion that emotions are important in second language acquisition. According to studies on exam anxiety, pupils who experience high levels of anxiety have trouble processing information and retrieving memories (Ellis, 1974). The Interference Theory of Forgetting This theory describes how previously learned knowledge can interfere with the memory of newly learned material (proactive interference), as well as how new knowledge can interfere with old information recall (retroactive interference). During exams, students may struggle to recall the correct knowledge because their memory is interrupted by similar or competing information, resulting in mental blocks. The Interference Theory of Forgetting proposes that new information interferes with the recall of previously learnt content. Retroactive interference (RI) occurs when subsequent events disturb memory consolidation (Marcus Vinicius Costa Alves and O. Bueno, 2017). Tomlinson et al. (2009) rejected the inhibition-based explanation for cue-independent forgetting in favor of an interference account based on a two-stage recall model. Mercer (2015) found that a brief wakeful rest following learning can reduce RI-based forgetting by delaying interference. However, Portrat et al. (2008) showed evidence for time- related deterioration in working memory, demonstrating that greater processing time leads to poorer recall even when the time available for memory trace refreshing is constant. These data indicate that both interference and time-related degradation may contribute to forgetfulness, with their relative importance potentially . 15 Attentional Control Theory (ACT) Attentional Control Theory (ACT), anxiety decreases cognitive function by interfering with executive processes and attentional control. Research supports up ACT's predictions, demonstrating that trait anxiety is linked to decreased performance efficiency under high perceptual loads (Sadeh & Bredemeier, 2011) and decreased proactive control in the presence of emotional distractors (Kalanthroff et al., 2016). These effects do not just affect adults; youngsters with anxiety and depression symptoms have poorer attentional control for both emotional and non-emotional stimuli (Waszczuk et al., 2015). Neuroimaging studies have linked ACT to specific brain networks, such as the frontoparietal and cingular-opercula networks (Eysenck et al., 2022). The theory's implications extend beyond cognitive performance and could guide neurocognitive treatment for anxiety (Eysenck et al., 2022). The Theory of Learned Helplessness According to the hypothesis of learned helplessness, people who suffer repeated failures may develop the belief that their actions have no effect on outcomes, resulting in disinterest and poor performance. This tendency has been found in a variety of settings, including academic tests and sports. Diener and Dweck (1980) discovered that "helpless" youngsters underestimate their accomplishments and see defeat as insurmountable. Fazili and Singh (2024) proved in educational contexts that challenging early test questions can lead to learned helplessness, reducing total test performance. Maier and Seligman (2016) amended the original idea, stating that inactivity is an unlearned default response to long-term painful events mediated by the dorsal raphe nuclei. In sports, Sankaran (2023) proposes that learned helplessness might result from repeated failed experiences. Reasons of Mental block during Examinations Psychologial Factor 16 Test Anxiety Test anxiety is one of the most major psychological barriers that students confront while taking exams. This type of anxiety produces a variety of physiological, emotional, and cognitive responses that might impair academic performance. When students are very concerned about their performance, they frequently fail to recall knowledge and explain their responses properly. According to research, fear of failure can cause mental barriers, making it difficult for students to retain crucial topics and confidently react to exam questions (Rezazadeh and Tavakoli, 2009). These problems underline the importance of effective ways for students to manage anxiety and develop resilience in high-pressure academic contexts. Test anxiety, a form of performance anxiety, arises when individuals face evaluative situations, particularly examinations, where they perceive significant pressure to perform well (Mashayekh & Hashemi, 2011). It's more than just normal stress; it’s a complex state involving cognitive, emotional, physiological, and behavioral responses to the fear of failure (Jaradat, 2013; Mowbray, 2012; Saha, 2014). Essentially, test anxiety represents a heightened apprehension regarding potential negative outcomes in academic assessments (Saha, 2014). The impact of test anxiety is profound, primarily affecting cognitive functioning. Mashayekh and Hashemi (2011), along with Glass et al. (2001), demonstrate that test anxiety reduces working memory capacity and impairs reasoning abilities. This cognitive interference leads to retrieval failures, where students experience a "mind blank" and are unable to recall previously learned information (Hendricks, 2022; Mowbray, 2012). This phenomenon, known as "retrieval failure anxiety" or "anxiety blockage" (Mowbray, 2012), occurs because cognitive resources are diverted from task-relevant processing to worry and task-irrelevant thoughts, as highlighted by Saha (2014). Consequently, students with high test anxiety exhibit diminished information processing capacity and struggle with higher order thinking, resulting in poorer academic performance (Saha, 2014).Test anxiety is not a singular entity but a multidimensional construct 17 encompassing cognitive (worry), emotional (feeling of dread), physiological (increased heart rate), and behavioral (avoidance) components (Jaradat, 2013; Mowbray, 2012). Building on this, Liebert and Morris (1967), as cited in Saha (2014), conceptualized test anxiety as comprising two primary elements: worry and emotionality. Worry represents the cognitive aspects, such as preoccupations and concerns, while emotionality reflects the awareness of bodily arousal and tension. Attentional control theory, as discussed by Mowbray (2012), further explains that worry related cognitions are particularly activated in stressful situations, interfering with cognitive processes and disrupting task-directed attention during examinations. This interference leads to retrieval failures and diminished performance. Furthermore, Stöber and Pekrun (2004) emphasize that test anxiety is closely linked to related constructs such as fear of failure, examination stress, and performance anxiety, highlighting its complex and multifaceted nature. Together these author explain that the cognitive side of anxiety (worry) and the physical side of anxiety (emotionality) work together to create a mental block. In summary, test anxiety is a multifaceted form of performance anxiety that significantly impairs cognitive functioning and academic performance. It involves a range of cognitive, emotional, physiological, and behavioral responses, with worry and emotionality playing key roles. The diversion of cognitive resources to worry and task-irrelevant thoughts leads to retrieval failures and diminished academic outcomes. Self Doubt and Low Confidence Self-doubt and low confidence are key psychological barries that prevent pupils from performing well on exams. When students lack confidence in their talents, they frequently fail to convey their thoughts properly, resulting in hesitation and doubt. This issue is most evident in written exams, as students with inadequate writing skills may feel overwhelmed by the task at hand. Self-doubt combined with writing challenges can cause anxiety and confusion, making it difficult for pupils to organize their thoughts and respond effectively (Brahmi & Touil, 2022). 18 These issues underscore the need of building confidence in students through effective writing teaching and supportive learning environments, allowing them to develop the skills and self- assurance required to perform effectively under exam conditions. Fear of Negative Evaluation Another important aspect contributing to students fear of exams is their anxiety of being evaluated negatively. Many students are concerned about receiving poor grades or critical feedback from teachers, which causes stress and impairs their ability to perform efficiently. This increased anxiety can interfere with cognitive processes, making it harder for children to organize their ideas and provide structured responses. According to research, fear might cause mental barriers, aggravating exam performance difficulties (Brahmi & Touil, 2022). Addressing this issue necessitates creating a more supportive academic environment that emphasizes positive feedback, allowing students to develop resilience and confidence in their talents. Depressions and Academic Performance Depression can negatively effect kids' academic performance, in addition to anxiety. According to research, students who are diagnosed with depression frequently have cognitive impairments, such as memory loss and difficulty concentrating. These difficulties closely correlate with lower academic performance, with one study finding a 0.49-point drop in GPA among students suffering from depression (Hysenbegasi et al., 2005). The inability to focus and connect with exam content successfully puts students with depression at a major disadvantage, increasing their academic challenges. Self-Efficacy A common problem for students is mental block during exams, which is defined by an abrupt inability to remember details or think effectively under pressure. Test anxiety, insecurity, and 19 cognitive strain are frequently associated with this syndrome. Self-efficacy, or a person's confidence in their capacity to complete particular activities, is pivotal to academic success, according to Bandura (1982). While students with low self-efficacy may give in to stress and exhibit avoidance behaviors and cognitive freeze during tests, individuals with strong self- efficacy participate in difficult tasks more persistently. The impact of self-efficacy on mental blocks during exams is examined in this literature review, along with instructional strategies that can lessen these effects. According to Bandura (1981, 1982), students' task motivation, effort expenditure, and persistence are all greatly impacted by their sense of self-efficacy. Students who have a strong sense of their own abilities are more likely to maintain composure, apply efficient problem-solving techniques, and persevere through challenging questions on a test. On the other hand, students who have poor self-efficacy may suffer from mental blocks, elevated stress reactions, and exam anxiety, which can affect their cognitive abilities. When students think they are incapable of succeeding or feel overwhelmed by the exam environment, mental barriers emerge. Cognitive interference, in which worry interferes with the recall of previously learned knowledge, has been linked to low self-efficacy, according to research (Schunk, 1981). Promoting a strong feeling of self-efficacy is therefore essential to avoiding mental barriers linked to exams. Cognitive and Linguistics Defficuties Language and Writing Challenges Cognitive and linguistic difficulties have a substantial impact on students exam performance. Struggling with syntax, vocabulary, and sentence structure causes cognitive overload, which increases tension and makes it difficult to organize thoughts (Brahmi & Touil, 2022). These problems might exacerbate test anxiety, particularly among students taking tests in a second language. The urge to use precise language diverts attention away from critical thinking, which further affects performance. To overcome this, teachers should incorporate 20 linguistic instructions, structured writing instruction, and controlled practice to help students convey their thoughts more clearly and confidently . Mental Interference and Intrusive Thoughts In addition to linguistic difficulties, test anxiety can substantially interrupt cognitive processes via intrusive thoughts and mental interference. Students with high levels of anxiety are frequently focused with thoughts of failure, time pressure, and self-doubt. These negative ideas eliminate crucial cognitive resources that should be used for problem solving and knowledge retrieval. As a result, students may struggle to concentrate, arrange their responses, and recall previously learned material efficiently. This loop of anxiety and cognitive interference not only impairs student performance but also promotes their fear of tests, resulting in long-term academic difficulties (Ringeisen and Buchwald, 2010) Overwhelming Anxiety and Memory Disruptions Overwhelming anxiety can make it difficult for students to remember material and organize their answers on tests. Mental blockages that hinder performance result from the diversion of cognitive resources from efficient recollection and problem-solving when stress becomes a lot to handle. As a result, students may fail to exhibit their actual knowledge and skills, not due to a lack of understanding, but because worry hinders their capacity to access and convey what they have learned (Liu & Chen, 2015). Academic Writing and Cognitive Overload Students who are unfamiliar with academic writing traditions sometimes struggle to properly articulate their thoughts, especially in high-stakes test contexts. Without adequate exposure to good writing approaches, individuals may struggle to structure arguments, use acceptable vocabulary, and adhere to professional writing standards. This uncertainty contributes to increased stress since students feel unprepared to satisfy academic objectives 21 within time limits. As a result, the pressure to create well-organized and grammatically correct solutions might cause cognitive overload, affecting their capacity to express their information properly (Cheng, 2004) Surface Learning Approaches and Mental Blocks The way pupils approach learning also influences their capacity to perform well on exams. Those who rely mainly on rote memorization rather than deep understanding frequently struggle to recall material when confronted with complicated or analytical problems. Surface learning, which focuses on memorizing information rather than understanding underlying concepts, reduces pupils' capacity to apply knowledge successfully. These pupils are more prone to face mental blocks during tests because they are unable to access memorized data in a meaningful way. Deeper learning tools, such as critical thinking exercises and application-based study techniques, can improve students' retention and recall of material, minimizing mental barriers (Verešová & Foglová, 2018). Cognitive Overload When the cognitive demands of a task overwhelm a learner’s working memory, cognitive overload develops, impairing their capacity to efficiently process and retain knowledge. When students must concurrently interact with several forms of content, including text, graphics, and audio, this problem is especially prevalent in multimedia learning settings (Paas, Ayres, & Pachman, 2008). When learners are forced to integrate fragmented information, poorly designed instructional materials can exacerbate this problem by increasing cognitive strain and decreasing understanding (Paas et al., 2008). Cognitive load theory divides cognitive processing into three categories: relevant, extraneous, and intrinsic load (Paas & Van Merriënboer, 1994). The intricacy of the subject matter being studied and the learner’s past knowledge have an impact on intrinsic load. Ineffective instructional design, on the other hand, 22 results in extraneous load, which makes pupils put in needless mental work without improving comprehension. The cognitive work required for effective learning, such Teachers should strive to balance intrinsic and relevant load while minimizing extraneous load in order to support effective learning (Paas & Van Merriënboer, 1994).To lesscognitive overload, instructional designers must maximize the presentation of the materials and eliminate unnecessary cognitive demands (Sweller, 2005). One major issue that needs to be addressed is the redundancy effect, which occurs when the same information is presented in various formats and compels students to process unnecessary repetitions. Effective teaching strategies should also prevent split attention by reducing the need for students to integrate content independently by presenting related material at the same time (Sweller, 2005). Enviromental and External Stressors Exam Enviroment and Distractions Exam environment can have a major effect on students' stress levels, with factors such as background noise, exact time constraints, and the presence of an invigilator causing anxiety. These situations increase pressure on pupils, making it more difficult for them to focus and increasing the chance of mental blocks that hinder their performance (Brahmi & Touil, 2022). Parental and Social Pressure Students may experience severe stress due to the high standards established by parents, educators, and society at large, which may result in exam anxiety. Their ability to properly organize their thoughts and recall knowledge is frequently disrupted by the pressure to do well, which eventually affects their academic performance (Farhan & Khan, 2015). 23 Strict Time Constraints and Congnitive Overload Strict exam conditions, particularly strict time limits, can greatly increase students' stress levels, making it harder for them to organize their thoughts and answer appropriately. When students are under time constraints, they may experience cognitive overload, which can make it difficult to recall crucial concepts or structure their responses coherently. This increased worry can produce mental barriers, resulting in errors or even the incapacity to accomplish activities efficiently (Saha, 2014). The impact of strict time constraints emphasizes the need of creating exam conditions that balance academic rigor with measures that assist students in managing stress and performing to their maximum capacity. Exam Format and Unexpected Questions When students are unfamiliar with the structure or types of questions on an exam, they are more likely to feel anxious. Unexpected question styles can cause panic, making it difficult for students to think clearly, arrange their responses, and successfully demonstrate their knowledge (Saha, 2014). Sleep Deprivation and Cognitive Performance Sleep deprivation and cognitive performance Inadequate sleep is another big contributor to mental barriers during exams. Students who do not get enough sleep frequently struggle with memory consolidation, problem solving, and overall cognitive performance. Sleep deprivation reduces the brain's ability to process and retain information, making it more difficult for students to recall critical concepts during tests. Fatigue can also weaken concentration and increase stress levels, hurting academic performance. As a result, students who give up sleep for late-night study sessions may struggle to recall knowledge under pressure, resulting in mental blocks and lower exam performance (Ruiz-Pérez, Gómez-Ruano, & Navia-Manzano, 2016). 24 Study Habit and Prepration Strategies Lack of writing Practice and Exam Readiness Effective exam performance is highly related to students' study habits and preparation strategies. A lack of frequent writing practice in the classroom might make pupils feel unprepared for tests, causing hesitation and confusion. Without regular opportunities to improve their writing skills, students may struggle to structure their responses properly under time constraints, increasing the likelihood of mental blocks (Brahmi & Touil, 2022). Poor Study Habit and Cramming In addition to limited writing practice, insufficient study practices add to exam-related stress. Many students rely on last-minute memorizing rather than planned, long-term planning. This strategy frequently causes cognitive overload, making it difficult to recall and arrange knowledge effectively before exams. Poor time management and ineffective revision approaches cause stress, limiting students' capacity to perform well under pressure (Brahmi & Touil, 2022). Recognizing the impact of inadequate preparation emphasizes the necessity of developing strong study habits, structured writing practice, and time management skills to boost students' confidence and academic achievement. Conclusion This chapter established the theoretical and conceptual framework for the current study by investigating key constructs connected to EFL students' mental barriers during exams. It started by discussing the definition and types of examinations, emphasizing their importance in academic evaluation. The chapter then delves into the concept of mental blocks, delving into the different psychological, cognitive, and environmental factors that interfere with students' test performance. Several psychological theories, including Krashen's Affective Filter Hypothesis, the Interference Theory of Forgetting, Attentional Control Theory, and the Theory 25 of Learned Helplessness, were considered to explain the mechanisms underlying mental block experiences. Furthermore, the chapter synthesized previous research on psychological issues such as test anxiety, low self-efficacy, and fear of negative evaluation, as well as cognitive and linguistic challenges such as language difficulties, intrusive thoughts, and cognitive overload. Finally, it addressed environmental stressors such as exam planing, time limits, and social expectations, which all contribute to students' challenges. This review establishes the context for the current inquiry by identifying significant factors and gaps in the previous literature. The next chapter presents the research methodology, detailing the design, data collection tools, sampling strategies, and data analysis procedures employed in this study. 26 Chapter Two: Research Metodology 27 The current study aims to investigate the causes of mental block experienced by first-year EFL students during examinations at the University of Mohammed El Bachir El Ibrahimi. After establishing the theoretical framework that serves as the foundation for this inquiry, the current chapter focuses on the practical aspects. It begins by reviewing the research questions and outlining the study paradigm and design. Then it describes the research instruments and sampling method used. This is followed by an explanation of the data collection and analysis methods. The chapter ends with a discussion of research quality and ethical issues. Research Questions and Objectives Given that the purpose of this study is to investigate the fundamental reasons of mental blocks faced by EFL students during examinations at Mohammed El Bachir El Ibrahimi University, the following research questions will lead the investigation: 1. What are students’ perceptions regarding the factors that contribute to mental blocks during EFL examinations? 2. What psychological, linguistic, cognitive, and environmental factors do students identify as influencing their performance during exams? 3. What suggestions do students offer to help prevent or overcome mental blocks during EFL examinations? As a result, this research intends to:  To investigate the psychological, cognitive, linguistic, and environmental factors that contribute to mental blocks during examinations among first-year EFL students at Mohamed El Bachir El Ibrahimi University, and to explore possible strategies for overcoming these barriers. 28 Research Paradigm This research is grounded in the positivist paradigm, which emphasizes objectivity, empirical measurement, and the discovery of generalizable truths through observable data. Positivism holds that reality is objective and can be understood through systematic observation and statistical analysis (Cohen, Manion, & Morrison, 2018). In this view, knowledge is gained through measurable and verifiable facts, independent of personal interpretation or context. The positivist worldview prioritizes quantitative methodologies to uncover patterns, relationships, and trends in a population. Accordingly, this study employs a quantitative descriptive research design to investigate EFL learners’ mental blocks during examinations. Through the use of a structured questionnaire primarily composed of close-ended questions the study aims to collect standardized data that can be statistically analyzed to describe the frequency and distribution of exam-related psychological barriers among students. The inclusion of a small number of open-ended questions serves a limited exploratory purpose, offering slight elaboration without compromising the study's primary objective: identifying generalizable patterns. As the positivist paradigm values replicability, neutrality, and precision, the focus remains on ensuring reliable data collection and objective interpretation, minimizing researcher bias. By adhering to a positivist approach, this research seeks to produce valid, measurable results that can inform broader educational practices. The findings aim to contribute to a more scientific understanding of how mental blocks during exams impact EFL learners, with the goal of supporting data-driven interventions and solutions. 29 Research design In maintaining with the positivist paradigm, this study adopts a quantitative descriptive research design to examine the experiences of EFL learners who encounter mental blocks during examinations. Descriptive research is particularly appropriate for studies aiming “to describe systematically a situation, problem, phenomenon, service or programme” (Kumar, 2011, p. 10) and is well-suited for understanding the current state of underexplored issues. Since exam-related mental barriers among Algerian EFL learners have not been thoroughly investigated, this approach allows the researcher to identify “patterns and trends without altering the environment in which the data occur” (Creswell, 2014, p. 155). The primary data collection tool is a questionnaire, composed mainly of close-ended questions, which are used to collect quantifiable data regarding test anxiety, performance challenges, emotional reactions, and coping strategies. As Krosnick and Presser (2010) note, “close-ended questions facilitate consistent interpretation and easy statistical analysis” (p. 263). In addition, a limited number of open-ended questions were included to provide space for learners to express personal reflections and contextual details in their own words. This allows for “greater depth of response and insight into respondents’ reasoning” (Dörnyei & Taguchi, 2010, p. 48), adding meaning to the statistical findings. By integrating both structured and open-response items within a single instrument, this design supports a more nuanced understanding of learners’ experiences. As Johnson and Christensen (2017) explain, even within a predominantly quantitative framework, the inclusion of open- ended questions “can enrich the interpretation of descriptive results” (p. 293). Therefore, this approach ensures a comprehensive view of the phenomenon, balancing measurable trends with learner perspectives grounded in real-life exam experiences. 30 Research Instruments In accordance with the quantitative descriptive research design of this study, a self- administered questionnaire was used as the sole data collection instrument. The questionnaire was distributed to first-year university EFL students to explore their experiences with mental blocks during examinations. This tool was chosen due to its effectiveness in gathering standardized data from a large population, enabling the researcher to identify trends, frequencies, and relationships related to test anxiety and cognitive obstacles in exam settings. Structred Questionnaire As Brown (2001) explains, a questionnaire is a written tool comprising a set of structured questions or prompts that participants respond to in written form. It is particularly suitable for educational research because it offers a practical, time-efficient, and cost-effective method for collecting data from a large group of participants (Anderson & Arsenault, 2005). In this study, the questionnaire was designed to address various dimensions of learners’ exam-related experiences while maintaining consistency and objectivity in data collection. The instrument included both close-ended and open-ended questions. Close-ended questions— such as Likert-scale items, binary yes/no options, and multiple-choice formats—provided quantifiable data that could be easily coded and analyzed statistically. These items allowed for the identification of common patterns and the comparison of responses across the participant group (Dörnyei & Taguchi, 2010). Furthermore, close-ended questions reduced the risk of researcher bias by limiting subjective interpretation during data analysis. To complement the quantitative data, the questionnaire also included a limited number of open- ended questions, which gave participants the opportunity to elaborate on their answers. As Holmes (2023) notes, open-ended responses can provide richer context and insight into respondents’ thoughts, feelings, and experiences. Although the primary focus of the study 31 remained quantitative, the inclusion of open-ended items added explanatory value to the numerical findings. By incorporating both closed and open question formats within a single instrument, the questionnaire enabled a comprehensive and descriptive examination of EFL students’ mental blocks during examinations. It supported the objectives of the quantitative descriptive design by offering both measurable data and limited contextual depth. Piloting the Research Instruments Before beginning the actual data collection, the researchers conducted a small-scale pilot study to evaluate and improve the research tools. Piloting is the preliminary testing of tools prior to the primary data collection procedure (Vogel & Draper-Rodi, 2017). According to Creswell & Creswell (2018), pilot testing is critical in refining the research instruments' questions, layout, and instructions (p. 216). It also allows researchers to collect feedback on how well the instrument works, which can lead to significant changes before complete implementation (Dörnyei and Taguchi, 2010). Our supervisor reviewed the questionnaire multiple times before transferring it to a digital version using Google Forms. It was then sent to first-year English students via a Google Form link. Participants gave positive comments, stating that the questions were clear, well-structured, and relevant. Our teacher suggested to add consent form andsetting the question "What strategies do you use to manage exam anxiety?" to the end of the questionnaire to serve as a reflective summary. Furthermore, two additional questions "How do you think improving your English proficiency could help reduce mental blocks?" and "Do you think that exams should include alternative assessment methods?" were proposed and integrated to gain a better understanding of students' perspectives on potential solutions and preferred assessment formats. 32 To improve the questionnaire's clarity and structure, numerous modifications were done. It was divided into four independent portions to improve flow. Changes were also made to the language, visual design, spacing, and typeface based on comments from both the supervisor and pilot participants. Open-ended questions were supplemented by rationale categories, and each section contained clear instructions to help participants complete the form effectively. Setting and Sampling Technique This study was conducted at the Department of English at Mohamed El-Bachir El Ibrahimi University in Bordj Bou Arreridj (BBA) during the academic year 2024–2025. The place was chosen primarily for its accessibility, as we are part of an academic environment, which makes data collection easier. Furthermore, time constraints made it necessary to choose a familiar and easy settings. The study used a quantitative descriptive approach using a single data collection tool: a questionnaire that comprised both closed-ended and open-ended questions. Participants were chosen using simple random sampling to ensure that each student had an equal chance of being included. This technique was used to reduce bias and ensure that the results were representative of the target population. The sample included 82 first-year English students from Mohamed El-Bachir El Ibrahimi University. These students were chosen because they are new to university-level examinations, which may make them more likely to experience mental blocks during examinations. The participants included both male and female students, varying in age from 17 to 20. The questionnaire enabled us to obtain quantitative data by using closed- ended questions as well as qualitative insights by using open-ended ones. This technique allowed us to study the reasons behind mental blocks during examinations from both statistical and personal viewpoints, resulting in a deeper knowledge of the phenomenon among first-year EFL students. 33 Data Collection Procedures After designing the research instrument and obtaining the necessary approval, we began the data collection process . The questionnaire was developed with Google Forms and delivered online to first-year English students at Mohamed El-Bachir El Ibrahimi University in Bordj Bou Arreridj.The data collection took place between April 15th and April 21st, 2025 . The link to the Google Form was shared with students through their class groups and online platforms commonly used for communication. In the message accompanying the link, we introduced ourselves, explained the purpose of the research, and clarified that participation was voluntary and anonymous. Students were also informed that their answers would be kept confidential and used solely for academic purposes. We received a total of 82 responses from first-year students. The questionnaire included both closed-ended and open-ended questions, allowing us to collect quantitative data along with qualitative insights into the factors contributing to mental blocks during examinations. Data analysis Figure 2 : Thematic Analysis Process Descriptive Quantitative Design by John W. Creswell (2014) and Harvard Catalyst (2025). 34 Student Questionnaire Analysis As mentioned before, a descriptive quantitative method approach was used to analyze the responses to the students' questionnaire. Closed-ended questions were analyzed using descriptive statistical methods in SPSS (Statistical Package for the Social Sciences) and Microsoft Excel, whereas open-ended replies were studied using thematic analysis, which was supported by Gemini and ClaudeAI.After gathering the data, responses were collated using Google Forms and exported to Excel (Microsoft Office 2010) and SPSS Statistics Software (v. 28). These platforms were used to calculate frequencies and percentages, as well as provide graphic outputs like tables and pie charts. According to Denscombe (2010), descriptive statistics provide an efficient and systematic way for organizing and summarizing data, investigating relationships, and visually expressing findings. Similarly, Creswell & Creswell (2018) highlight the significance of utilizing frequencies and means to express patterns. Pie charts and tables were utilized effectively in this study to depict replies to closed-ended questions about the frequency of mental blocks, sources of exam stress, and preferred study methods.Thematic analysis was employed for the qualitative replies to uncover patterns in the data and create helpful insights. According to Braun and Clarke (2006), thematic analysis is a flexible and basic tool for detecting, analyzing, and reporting patterns (themes) in data. It goes beyond simply counting words to capture rich data about the participants' experiences and meanings.Thematic analysis was undertaken using Braun and Clarke's six-phase framework, as follows: Data Familiarization All open-ended replies were organized into a single Word document and reviewed several times to acquire a thorough knowledge of the content. Responses were originally sorted by question and analyzed to find early insights and recurring themes. 35 Generating First Codes Using Gemmeni.AI(2024) , we started methodically coding significant data segments. Initial codes were created manually and using software tools to capture major qualities relevant to the research issue (e.g., "exam fear," "lack of vocabulary," "last-minute cramming"). Theme Search Codes were collected and examined to uncover larger patterns of significance. These codes were divided into various topics, including "Emotional Distress," "Language Barriers," "External Pressures," and "Study Habits." Theme Review The found themes were improved and compared to the dataset to guarantee coherence and distinctness. Some topics were combined, separated, or eliminated based on relevancy and coherence. Defining and Naming Themes Once decided, themes were properly defined and given names that captured their essence. For example, "Emotional Distress" featured repeating themes such as worry, fear of failure, and uneasiness, and "Language Barriers" covered problems with vocabulary, syntax, and sentence structure.6. Report creation: The findings were written up and supported by data quotes. To retain clarity and authenticity, quotes were anonymised and linked to question numbers (for example, Q.15 ) This method allowed us to identify both common and differing viewpoints on the reasons of mental barriers during exams. The frequency of theme occurrence was also recorded, revealing which issues were most common among participants.Conclusion This study provided a comprehensive understanding of the psychological, linguistic, and environmental factors that 36 contribute to mental blocks during exams among first-year EFL students by combining quantitative tools (SPSS and Excel) and qualitative thematic analysis (Gemmeni AI). The thematic approach gave not just structured insight but also deeper interpretation of individual experiences, helping us to gain a greater understanding of the complexities of exam-related issues encountered by students. Research Validity and Reliability In quantitative research, validity refers to the degree to which an instrument accurately measures what it is intended to measure, while reliability refers to the consistency and stability of the measurement over time (Creswell & Creswell, 2018). To ensure the quality of this study’s findings, both validity and reliability were carefully addressed during the design and implementation of the research instrument. Validity According to Kumar (2011), content validity is achieved when the items in a questionnaire adequately cover all aspects of the construct being studied. In this study, the questionnaire was reviewed by the research supervisor and piloted with a group of first-year EFL students. Their feedback was used to revise unclear items, restructure the layout, and improve the wording of several questions, ensuring that the tool reflected the study’s objectives. To ensure construct validity, the items were developed based on key themes and variables identified in the literature review, such as test anxiety, language difficulties, and exam preparation strategies. As Dörnyei (2003) affirms, aligning questionnaire items with theoretical constructs is essential to ensure that the instrument accurately measures what it claims to assess. 37 Reliability Reliability in quantitative studies refers to the degree to which an instrument produces stable and consistent results (Creswell & Creswell, 2018). In this study, reliability was enhanced through careful piloting, which allowed the researchers to identify ambiguous questions and improve internal consistency. According to Denscombe (2010), piloting helps ensure that participants interpret questions in the intended way and respond consistently. In addition, the use of closed-ended questions, including Likert-scale items, contributed to the consistency of responses. As Dörnyei and Taguchi (2010) note, structured and standardized questions reduce the chances of misinterpretation and allow for easier quantification of results. Although only one data collection tool was used, the structured questionnaire, the steps taken to establish its validity and reliability such as expert review, pilot testing, and alignment with research objectives ensured the accuracy, trustworthiness, and replicability of the findings within a positivist, quantitative framework. Ethical Considerations Ethics in research are critical (Merriam & Grenier, 2019); therefore, we followed ethical considerations throughout our work, in accordance with the British Educational Research Association ethical standards (2018). We used the following measures: We informed all first-year English students at Mohamed El Bachir El Ibrahimi University that their participation was completely voluntary. The goal of the study, potential risks and benefits, and the possibility to withdraw at any time were all clearly defined at the beginning of the Google Form. At the start of the questionnaire, students were shown a digital consent section. They provided informed consent by agreeing to and completing the questionnaire.The form provided a full 38 description of the study's purpose, nature, and how the data will be utilized to solve any ethical problems. Although we did not utilize pseudonyms or numerical codes, we ensured participants' secrecy and anonymity. No names or identifying information were gathered, and the responses were kept secure and only utilized for academic purposes. "The validity and reliability of a study depend upon the ethics of the researcher" (Merriam & Grenier, 2019, p. 46); thus, we remained as objective as possible during data collection, analysis, and presentation, ensuring that participants' responses were respected and unaffected by personal bias. 39 Conclusion In this chapter, we provided a full description of the research methods used in our study. We described the research design, data collection tool, research environment, sampling methodology, and data collection processes, offering explicit reasons for each methodological decision . Our study adopted a descriptive quantitative method approach through the use of a single instrument: a questionnaire combining both closed and open-ended questions. We also outlined the techniques used for analysing the collected data—descriptive statistical analysis for the quantitative items, and qualitative content analysis for the open-ended responses. Finally, we described the ethical considerations followed throughout the study to ensure transparency, confidentiality, and research integrity. The following chapter presents and discusses the findings obtained from the student questionnaire. 40 Chapter Three : Results and Finding 41 This chapter presents and discusses the results obtained from the students’ questionnaire, which served as the sole research instrument in this study. The research adopted a quantitative descriptive approach, to investigate the reasons behind mental blocks experienced by EFL students during examinations. The study was conducted as a case study involving first-year English students at Mohamed El Bachir El Ibrahimi University. The chapter is structured into two main parts. In the first part, the results of the closed-ended questions are presented and analysed using descriptive statistical methods. These results are displayed through tables and pie charts to highlight key patterns and tendencies in students’ responses. In the second part, the open-ended responses are examined through thematic analysis in order to explore students’ perspectives and personal experiences regarding the factors that contribute to mental blocks during exams. The final section of the chapter brings together both quantitative and qualitative findings and discusses them in light of the research questions and objectives and pervious studies . This integrated analysis aims to provide a deeper understanding of the phenomenon under investigation by linking statistical trends with personal insights expressed by the participants. Analysis of Student Questionnaire This section presents the findings derived from the students’ questionnaire. The data collected from the closed-ended questions are analysed using descriptive statistical methods to identify common trends and patterns. The analysis of these quantitative results is supported by tables and pie charts for visual clarity. Following this, the open-ended responses are examined through qualitative thematic analysis, drawing on students’ own words to provide deeper insights into their experiences and perspectives. Background information Q1 : Have you ever experienced a mental block during an exam? 42 Table 01 Students’ experiences with mental blocks during exams Options Number Percentage No 5 6,1% Yes 77 93,9% The Table clearly shows that the majority of respondents (93.9%) had experienced a mental block during exams, with only a small minority (6.1%) reporting not having this problem. The findings highlight the prevalence of exam-related mental blocks among students, emphasizing the need of identifying the root causes and applying interventions to prevent their recurrence. Addressing these difficulties through focused treatments may play a critical role in enhancing student academic performance and overall well-being. Q2 : If yes, how often do you experience mental blocks? Table 2 Frequency of mental blocks during exams Options Number Percentage Always 3 3,7% Often 13 15,9% Rarely 19 23,2% Sometimes 47 57,3% According to the statistics presented, mental blocks occur at various frequencies among students who encounter them. The majority (57.3%) stated that they sometimes have mental blocks , while a smaller but significant number (23.2%) noted that these barriers occur only 43 rarely. Furthermore, 15.9% of respondents claimed that they frequently have mental barriers, with just a small minority (3.7%) reporting that they do so all the time. This distribution shows that, while mental blockages are a common problem, they tend to occur infrequently rather than consistently for most students. Those who chose "Sometimes" may be influenced by specific environmental conditions, such as the difficulty of exam questions, time limits, or shifts in personal stress levels.Students who "rarely" experience mental blocks may benefit from strong coping abilities, effective study routines, or a high tolerance for academic stress. On the other side, the smaller relationship of students who encounter mental blocks "often" or "always" may be dealing with more serious issues, such as chronic anxiety, inadequate preparation methods, or undiagnosed learning disabilities that consistently impair their exam performance. These findings highlight the importance of understanding differences in how student encounter mental obstacles. They also emphasize the importance of specific assistance techniques, such as academic coaching, stress management seminars, and personalized learning plans, in assisting students to lessen the frequency and impact of mental blocks in exam settings. Psychological Factors Q3 : What emotions do you experience during exams? (Tick all that apply) Table 03 Emotions experienced during exams Options : Number Percentage emotions experience during examsa Nervousness 22 26,8% Fear of failure 29 35,4% Lack of confidence con 3 3,7% Confusion 19 23,2% Other 9 11,0% 44 Total 82 100,0% According to the research, the most common emotion mentioned by students during exams is fear of failure, which was cited by 35.4% of participants. Following that, 26.8% of students reported feeling nervous. Furthermore, confusion was identified as a significant emotional response, impacting 23.2% of respondents. A smaller percentage (11.0%) reported experiencing other emotions, with lack of confidence being the least reported emotion, cited by only 3.7% of students. Fear of failure was the most prevalent emotional response, selected by 29 pupils. These data imply that tests elicit a wide range of emotional responses, with anxiety- related feelings being the most common. The prevalence of fear of failure and nervousness emphasizes the great pressure students frequently feel to succeed, which can have a significant influence on their emotional well-being. Confusion may indicate difficulty understanding exam information, which may be exacerbated by stress or inadequate preparation. Interestingly, the most low percentage of students reporting a lack of confidence implies that, while many students are anxious they do not necessarily question their overall ability. Rather, their emotional responses appear to be caused by situational pressures unique to the exam setting. These emotions can have a significant impact on cognitive performance during exams, potentially leading to issues including mental blocks, decreased concentration, and impaired recall. Cognitive and Linguistic Difficulties Q5 : Do you struggle with organising your thoughts when answering exam quetions ? Table 04 45 Difficulties in organising thoughts during exams Options Number percentage No 21 25,6% Yes 61 74,4% This table illustrates that a significant proportion of students (74.4%) struggle with organizing their thoughts while answering exam questions, whereas only 25.6% reported no such difficulty. These findings suggest that a large number of learners encounter obstacles in clearly and logically structuring their responses during exams, which can hinder their ability to communicate their knowledge effectively even when they understand the material. This difficulty may stem from various contributing factors, such as exam pressure, limited time , or insufficient development of critical thinking and written communication skills in high- pressure contexts. As a result, students who struggle with organizing their thoughts may produce disorganized answers, repeat information unnecessarily, or lose focus—all of which can negatively impact their performance. As a result, students who struggle to organize their ideas may give disorganized replies, repeat information, or lose attention, all of which can have a detrimental impact on their performance. In contrast, the smaller number of students who do not confront this challenge may benefit from well-developed cognitive methods, such as outlining, planning, and stress management skills, which assist them in maintaining clarity and coherence in their responses. Overall, the graph emphasizes the necessity of teaching methods that not only reinforce topic knowledge but also help students acquire the capacity to structure and effectively convey their thoughts during tests. Q6 : Which aspects of exams are most difficult for you? (Tick all that apply) 46 Table 05 Most challenging aspects of exams Options : Number percentage Which aspects of exams are most difficult for you? Understanding the question 14 16,9% Remembering the answer 30 36,1% Writing responses clearly 23 27,7% Managing time 14 16,9% others 1 2,4% Total 82 100,0% The Table illustrates that the most commonly stated obstacle students experience during tests is "Remembering the answer," which received 36.6% of replies, showing severe recall issues. This is followed by 28.0% of students who find "writing responses clearly" challenging, indicating a problem with effectively expressing thoughts. 17.1% of respondents found both "Understanding the question" and "Managing time" to be challenging, with only 2.4% selecting "Others." These findings represent important cognitive and practical hurdles during tests, notably memory-related challenges, and are consistent with previous data indicating that 93.9% of students encounter mental blocks.Overall, the results show exams as difficult activities in which students must navigate connected challenges in memory, clarity, comprehension, and time management. The mode here is 14 as it is the number that occurs twice . Q7 : Do you think language difficulties contribute to your mental blocks? Table 06 : 47 Role of language difficulties in mental blocks Number Percentage No 10 12,2% Yes 72 87,8% According to the findings, the majority of students (87.8%) acknowledge that language challenges contribute to mental barriers during tests, with only 12.2% disagreeing. This broad consensus emphasizes the critical role language proficiency plays in exam performance. Many students are likely to struggle with understanding complex instructions, decoding academic vocabulary, and clearly expressing their ideas, all of which can increase cognitive strain and cause mental blocks. These linguistic limitations may hinder their capacity to retrieve information or develop cohesive responses under pressure. The prevalence of this notion among students highlights the need for more assistance in developing academic language abilities, as increasing proficiency may minimize exam-related anxiety and improve students' ability to demonstrate their knowledge successfully. Q8: If yes, which language skills cause the most difficulty? Table 07 Language skills causing the most difficulty Options : Number percentage difficult language skills Vocabulary 42 51% Grammar 9 11% Sentence structure 15 18% All of the above 16 20% Total 82 100,0% 48 answers show that "Vocabulary" is the most common language-related issue contributing to mental blocks, as stated by 51% of students. This is followed by "Sentence structure," which 18% of respondents reported as challenging. Furthermore, 20% said "All of the above," indicating that a combination of vocabulary, grammar, and sentence structure presents difficulty, while only 11% identified "Grammar" as the key concern. With vocabulary emerging as the most commonly stated difficulty, the research indicates students' struggles in grasping essential concepts within exam questions or articulating their responses using acceptable academic language. These limitations may result in misinterpretation, confusion, and an inability to communicate effectively while under exam pressure. Furthermore, the significant challenges with sentence structure and combined language abilities indicate that many pupils experience broader linguistic challenges, rather than isolated language issues. These findings illustrate the link between language proficiency and mental barriers, as stated in Question 8, and highlight the critical need for instructional interventions aimed at boosting vocabulary and overall academic language competence to improve exam performance. Exam Environment and External Stressors Q 9 : Which factors in the exam environment increase your stress? (Tick all that apply) Table 08 49 Stressful factors in the exam environment Options Number percentage factors in the exam environment Time pressure 25 30,5% Strict invigilators 2 2,4% Noise/distractions 46 56,1% Unfamiliar question format 9 11,0% Total 82 100,0% The data shows that "Noise/distractions" is the most major contributor to exam stress, impacting 56.1% of students, followed by "Time pressure," which affects 30.5% of respondents. Lesser stressors include "unfamiliar question format" (11.0%) and "strict invigilators" (2.4%). This implies that external environmental disruptions, particularly auditory distractions, are substantial sources of stress during exams, underlining the importance of a peaceful and concentrated exam setting. Time constraints also play an important role, with many students noting that having limited time causes panic and affects their ability to think properly and order their responses. While unusual question formats and stringent invigilation are less frequently reported as stressors, they do add to overall anxiety for certain students, with unexpected question kinds eliciting feelings of unpreparedness and rigid supervision creating an atmosphere of tension. These findings highlight the importance of reducing distractions and efficiently managing time in order to reduce stress and support improved exam performance. Study Habits and Preparation Strategies Q 11 : How do you usually prepare for exams? (Tick all that apply) Table 09 50 Students’ exam preparation methods Options : Number percentage Exam preparation Cramming last minute 29 35,4% Regular study sessions 33 40,2% Group study 3 3,7% Practicing past exams 7 8,5% Other 10 12,2% Total 82 100,0% According to the table, "Regular study sessions" is the most prevalent exam preparation approach, stated by 40.2% of students, followed closely by "Cramming at the last minute," picked by 35.4%. Other ways, such as "practicing past exams" and "group study," are less commonly employed, at 8.5% and 3.7%, respectively, with 12.2% of students adopting them. This data shows a difference in how students prepare for tests, with a small number preferring consistent, continuous study over last-minute intensive revision. Although regular study is often more successful for long-term learning and understanding, the significant number of students who cram indicates that many still rely on this stressful, less effective technique, maybe due to procrastination or poor time management. Furthermore, the poor participation in group study and past exam preparation shows that some effective tactics are being neglected. Preparation methods have a direct impact on confidence and information memory, thus they also influence the possibility of mental blocks during exams. For example, crammers are more likely to experience mental barriers as a result of shallow learning and increased anxiety. These findings underscore the need for educators to promote more consistent and effective study practices to reduce exam stress and improve student performance. Q12 : Do you believe your study habits contribute to mental blocks? 51 Table 10 Influence of study habits on mental blocks Options Number Percentage No 31 37,8% Yes 51 62,2% The figures show that a large majority of students (62.2%) believe their study habits contribute to the occurrence of mental blocks, whereas 37.8% do not recognize the connection. This suggests that many students understand the connection between their exam preparation strategies and the cognitive obstacles they confront during examinations. Those who comprehend this connection may be using less productive techniques, such as last-minute cramming (35.4% of respondents reported in a similar question), rather than more consistent approaches, such as regular study sessions (40.2%). Inefficient study habits, such as weak learning, little practice, and poor organization, can increase anxiety and impair memory recall, resulting in mental blocks. Students who do not identify their study habits with mental blockages are more likely to use effective approaches, manage their time, and engage more fully with the topic. Overall, our findings emphasize the critical role of successful study strategies in decreasing cognitive challenges, as well as the necessity for focused educational support to encourage more structured and productive study practices. Q 16 : Do you think exams should include alternative assessment methods (e.g., oral exams,projects)? Table 11 52 Students’ opinions on alternative assessment methods Options Number Percentage No 16 19,5% Yes 66 80,5% According to the findings from Question 17, a large majority of students (80.5%) support the use of alternative methods of assessment such as oral exams and projects, while a smaller number (19.5%) prefers to remain with traditional exams. This substantial preference for numerous evaluation formats reflects students' need for assessment procedures that better capture their true comprehension and skills by allowing them to demonstrate their knowledge in many ways. Many students may find traditional written exams restricting or causing anxiety, which can lead to mental blocks and poor performance. Those who prefer traditional exams may do so because they are familiar with the structure or believe it is more equitable. Overall, these data indicate a strong desire among students for more diverse and comprehensive assessment approaches that might minimize exam stress and provide a more complete view of their academic ability. Thematic Analysis of Open Questions Figure 3 Research Themes 53 Q4 : How does anxiety affect your ability to recall information during exams ? Exam anxiety has a significant impact on students' cognitive functioning, particularly in the context of memory retrieval and knowledge recall. While students may enter the exam room well-prepared, the psychological and physiological impacts of anxiety frequently hinder their ability to recall previous knowledge. The responses from participants show a consistent pattern: anxiety not only impairs their capacity to think properly, but it leads to a variety of mental and physical reactions that interfere with their performance. The results indicated several interconnected patterns to better understand the complex relationship between anxiety and memory. Memory Disruption and Mental Blanks Exam anxiety is a well-documented psychological phenomenon that significantly impairs cognitive performance, particularly in high-stakes academic settings. One of its most pronounced and detrimental effects is the disruption of memory retrieval, often experienced by students as “mental blanks” during examinations. Despite thorough preparation and 54 familiarity with the subject matter, students frequently report an inability to recall previously learned information when under exam pressure. This form of cognitive inhibition is a hallmark of anxiety-related performance issues and represents a serious barrier to academic success. A commonly reported manifestation of this phenomenon is the sudden and inexplicable inability to access stored knowledge during an exam. Students often describe the sensation as their “mind going blank,” even when they have spent considerable time and effort preparing for the assessment. As one student explained, “My mind goes blank, even for stuff I studied.” This highlights the gap between preparation and performance, wherein anxiety overrides the brain’s ability to retrieve information efficiently. In addition to memory lapses, exam anxiety also triggers a cycle of second-guessing and self- doubt. This internal conflict exacerbates cognitive overload, leading to further difficulties in concentration and decision-making. One student articulated this experience by stating, “My mind goes blank or I second-guess myself, which affects my performance.” This suggests that anxiety not only impairs recall but also disrupts the confidence needed to navigate through an exam effectively. Students frequently report a feeling of having “forgotten everything” when anxiety peaks at the start of an exam. This perception is especially distressing because it contradicts their sense of preparedness. The overwhelming emotional response induced by anxiety including fear, pressure, and panic can obstruct mental clarity, producing what are often termed “memory blocks.” As another student noted, “Anxiety affects my ability to recall information during exams, making it hard to focus and leading to forgetting information.” 55 This underscores the dual impact of anxiety on both memory retrieval and sustained attention. One particularly revealing aspect of anxiety-induced memory disruption is the phenomenon of delayed recall. Many students report that once the exam concludes and the immediate pressure is lifted, they are suddenly able to remember the answers they struggled to retrieve during the test. For instance, a student shared, “Sometimes, I remember the answers only after the exam is over, when I’m more relaxed.” This indicates that the information was never actually lost but was temporarily inaccessible due to the heightened stress response. The amygdala, which regulates emotional responses, can override the hippocampus the r