Reading and affect: University Spanish learners' perceptions of a reading program

Abstract

AbstractWhile the literature on second language reading agrees that exposing students to graded readers (GRs) is beneficial, little is known about how students perceive them. This study explores students' anxiety and overall experiences in a reading program (RP) using GRs in a large first‐year Spanish language program. Data are based on 312 students' pre and postquestionnaires during the first iteration of the RP (Study 1) and 299 students' questionnaires during the third iteration of the RP (Study 2). Study 1 compared students' experiences when reading individually versus in pairs, revealing an overall preference for the latter, as it increased peer‐to‐peer support. Study 2 compared classes where students read the same book with others where learners selected a book from a list. Many students who chose their book felt distressed as they wanted more support from their teachers. Study 2 also revealed that students' familiarity with the RP reduced their anxiety.