INVESTIGATING ENGLISH LANGUAGE READING AND WRITING ANXIETY AMONG PAKISTANI UNIVERSITY STUDENTS: A CORRELATIONAL STUDY

Abstract

The undertaken study investigated the correlation between English language reading anxiety and English language writing anxiety. A survey research design was employed, and a sample of 298 BBA students from a private university in Karachi was utilized. The students completed two anxiety-measuring questionnaires: The Foreign Language Reading Anxiety Scale (FLRAS) and the Second Language Writing Anxiety Inventory (SLWAI). Descriptive statistics revealed that the majority of students experienced moderate to high levels of English language reading and writing anxiety. Pearson Product-Moment correlation analysis indicated a strong positive correlation between English language reading anxiety and writing anxiety. This means that students with high levels of reading anxiety were likely to also experience high levels of writing anxiety and vice versa. These findings suggest that teachers should not teach reading or writing in isolation. Instead, they should focus on reducing anxiety levels in reading and writing classrooms. Curriculum developers should also consider incorporating strategies for reducing anxiety into their programs.