Impact of Reading Anxiety on Reading Comprehension Performance in ESL Classroom of Boys’ Degree College Larkana, Sindh, Pakistan

Wazir Ali Kalhoro ,Shoukat Ali Lohar ,Imtiaz Ali Panhwar

doi:10.7176/jep/11-26-09

Abstract

This study investigates the impact of foreign language reading anxiety upon reading comprehension performance, the factors that affect comprehension performance, covering second language (L2). All Participants were Pakistani, studying English as a second language at government boys Degree College, Larkana, Sindh Pakistan. They were asked to fill the foreign language reading anxiety scale (FLRAS; Saito, Horwitz, & Garza, 1999) was developed to measure reading anxiety in L2. Reading comprehension tests were used to investigate students’ reading comprehension performance in L2. Correlation analysis indicated that effect of reading anxiety was significant on reading comprehension performance of the students, it can be stated that students of boys Degree College face considerable challenges in comprehending the topics written with English. Students are unable to comprehend topics and concepts as they did not merely have lack of expertise in reading meanwhile, understanding, and pronunciation is also some fundamental challenges that are challenging the reading comprehension of students. In addition, the study found students face considerable challenges in reading comprehension also because they fail to remember letters. It can be stated that challenges for the students in the form of pronunciation, remembering letters, understanding collectively or individually results in the lower self- esteem, confidence and increased reading anxiety. Further, Reading anxiety which is developed due to discussed challenges has a significant impact on foreign reading comprehension performance. The study suggests that because of low self-esteem and confidence, students dislike reading in an ESL classroom. Keywords: anxiety, foreign reading anxiety, reading comprehension performance DOI: 10.7176/JEP/11-26-09 Publication date: September 30 th 2020

Highlights

Anxiety has a vital role during language learning
A plethora of research has been done in language learning that concluded,” Anxiety was a vital element during second language learning”. (L2) Na, and Wei, (2007) More comprehensively, anxiety is disgusting process during conversation in the area of second language (L2) learning where a speaker is not completely an expert
When we look at skill-specific anxiety under focused, it is clear that most of work has been done on speaking anxieties of L2 learners

Summary

Introduction

Anxiety has a vital role during language learning. Previous research shows high level anxiety affects achievement and motivation. (L2) Na, and Wei, (2007) More comprehensively, anxiety is disgusting process during conversation in the area of second language (L2) learning where a speaker is not completely an expert. It is typical cognitive form based on a plenty of factors which are related to “feelings of uneasiness, frustration, self-doubt, insecurity or apprehension and is intricately intertwined with self-esteem issues and natural ego-preserving fears”. Y. (2011) explained that in the area of second language learning had noted anxiety and reading tips as two vital factors that affect the reading comprehension performance of the L2 learners.

Methods

Conclusion