English Reading Anxiety Research Articles

The Study on English Reading Anxiety of Chinese College Undergraduates Based on the Broaden-and-Build Theory

Among many factors that affect students' English reading performance, reading anxiety, which is an important emotional factor in English learning, has gradually attracted attention in recent years. There is enough evidence that anxiety, as a kind of negative emotion, can significantly affect students' reading performance. However, the current researches mainly focus on the differences in students' reading performance caused by anxiety. Relatively few studies have been carried out on the correlation between reading anxiety, anxiety causes and coping strategies. Therefore, this paper aims to explore the causes and coping strategies of English reading anxiety based on quantitative and qualitative research. The research refers to Saito's Foreign Language Reading Anxiety Scale to design a questionnaire and measure the degree of Chinese college students' English reading anxiety. Based on the broaden-and-build theory and combined with the interview results, it is concluded that Chinese college undergraduates have English reading anxiety in general. Nevertheless, by establishing pleasant reading resources and adopting effective coping strategies, learners can reduce English reading anxiety, thus improving reading ability and enhancing reading interest.

The Relationship between English Reading Anxiety and Reading Strategies among Chinese College Students

Reading, as an important input skill, is crucial in both teaching and learning processes. However, few researchers pay attention to the research of English reading. Thus, this study tried to explore the relationship between English reading anxiety and reading strategies. The research adopted the descriptive research way. In the research, respondents completed the adopted questionnaire. A total number of 358 freshmen and sophomores majoring in liberal arts, sciences, and engineering from a university in the central part of China were participated in the study. Results show that the higher level that the students are experienced anxiety, the better reading strategies they will employ. Finally, teaching and learning recommendations were put forward to help Chinese college students to reduce reading anxiety and improve reading strategies for enhancing their reading ability in the process English learning.

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

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.

FACTORS AFFECTING STUDENTS’ READING ANXIETY IN EFL TEACHING AND LEARNING

The Problem statement of this research was what factors affecting the English reading anxiety for class XI.I students of SMA Negeri 4 Pasarwajo. The purpose of this study was to identify the factors that influence the reading anxiety of class XI.I students of SMA Negeri 4 Pasarwajo. This research used the qualitative research design. The subject of this research was student class XI.I SMA Negeri 4 Pasarwajo year 2022/2023. The data was obtained by observation and interview then was analyzed by the researcher with three steps: data reduction, data display, and draw conclusion or verification. This research found that there were three factors that affected the reading anxiety students’ class XI.I SMA Negeri 4 Pasarwajo. Those were hard to Understand Text, fear of making mistakes, lack of confidence.

An Analysis On Students Perception of English Reading Anxiety at Grade Xi of SMA Negeri 1 Aek Songsongan Academic Year 2021/2022

Most students of English Education of UMN Al Washliyah faced many difficulties to communicate in English. Their lack of confidence was because students’anxiety which affecting students reading skill. The objective of this reseach was to investigate the factors affecting students’ anxiety in reading skill. The Qualitative Research Method was used in this research.The subjects of this research chosen were 6 students as the representative of students in the eleventh grade MIPA 1 of SMA Negeri 1 Aek Songsongan academic year 2021-202. Technique of collecting data used the interview in which the students were interviewed after finishing reading test. Reading in the class was the dominant indicator foundon the students’ anxiety because they did not feel confidence to read in the class. Negative background experience, unfamiliar cultures, and fear of making mistake and apprehension about other evaluation were the indicators which more seldom foundbecause the condition was not formal. Moreover, all the data showed that students who were higher in reading ability got the lower score, students who were moderate in reading got moderate score, and students who were lower in reading got higher score. Shortly, this finding of the research was appropriate with the assumption in this research that was the higher students’ anxiety the lower their reading skill and the lower students’ anxiety the higher their reading skill

Comparison of foreign language anxiety based on four language skills in Chinese college students

BackgroundNumerous studies have established that foreign language anxiety (FLA) has a significant impact on learners’ language acquisition and performance. FLA is a unique form of anxiety that occurs in response to a certain circumstance. Even though a growing amount of research has extended to the examination of skill-based anxiety in specific, such as listening, speaking, reading, and writing, little used corresponding skilled-based FLA scales to assess learners’ skill-based FLA at one group of learners. To fill a void in this line of research, the study aimed to explore learners’ primary FLA by comparing their four language skill-specific FLAs with four different skill-based FLA scales. Additionally, we wished to investigate the variables that influence learners’ FLA.MethodsAll participants in the study were first-year medical students. Individual instructors delivered and collected a total of 1023 questionnaires using an open questionnaire platform during normal English lessons in the mid-semester. SPSS 24.0 (Statistical Package for Social Science 24 version) was used to analyze all statistics. Internal validity tests were undertaken on each scale to ascertain the component structure of certain modified scales. The study employed the independent sample t-test and a statistical description to investigate students’ major FLA and its variables.ResultsWith a mean value of 106.863, the predominant FLA arouses from English listening anxiety. English reading anxiety was the lowest, with a mean score of 62.726. Male and female students both demonstrated the greatest degree of FLA in English listening and the least anxiety in English reading. However, their mean difference was not statistically significant (t = 1.220). By comparing the mean scores for four skill-based FLAs across language proficiency groups, it became clear that the scores for the medium were much higher than the average, with average scores of ESA: 91.988, ELA: 106.864, EWA: 74.157, ERA: 62.726, respectively, and the higher-level group scored lower than the average. Students’ prior English learning achievements are negatively connected with their FLA, with r values of −.207 (ELA), −.143 (EWA), and − .204 (ERA). The self-evaluation of students’ English listening, writing, and reading abilities was considerably adversely connected with FLA, but the self-evaluation of their English-speaking abilities was favorably correlated with FLA.ConclusionA comparison of students’ FLA revealed that the primary skill-based FLA is related to English listening anxiety. Regardless of gender or language proficiency level, FLA was mainly driven by foreign language listening anxiety in all individuals. Prior language achievement and students’ self-evaluation are associated with their FLA.

On the Causes and Countermeasures of Chinese Learners’ English Reading Anxiety

Based on Humanistic Psychology and Krashen’s Affective Filtering Hypothesis, this study explores the effects on English reading anxiety among Chinese students, and corresponding countermeasures are put forward to it. English reading anxiety, one of the emotional factors that have a great effect on foreign language learning, mainly refers to the feeling of not being able to achieve desired goal or overcome a mental obstacle. The results indicate that Chinese English learners suffer English reading anxiety in text comprehension, and the psychological, cultural and text factors are the main causes leading to it. Based upon the findings, its advisable to lower the learners’ affective filter and promote their self-confidence as well as cultivate their cross-cultural awareness in future English reading teaching.

The Relationship between Reading Anxiety and Reading Performance: A Comparison Study of Chinese Postgraduates in China and in the UK

This study investigated three aspects that related to Foreign Language (FL) reading anxiety: the FL reading anxiety levels; the relationship between FL reading anxiety and reading performance; the main sources of FL reading anxiety. With both quantitative and qualitative research method, the total amount of 47 Chinese postgraduates took part in a paper questionnaire including Foreign Language Reading Anxiety Scale (FLRAS) and reading test, Cambridge Advanced English (CAE). According to the FLRAS scores, 12 of them had one-to-one semi-structured interviews. The results shows that most Chinese postgraduates experienced a moderate level of English reading anxiety, and that international students have higher reading anxiety than domestic students. No statistically significant relationship was found between FL reading anxiety and the reading test. After thematic coding analysis, the main sources of English reading anxiety among international students were found to be ‘demanding text feature’ and ‘different class settings in the UK’. For domestic students, limited English exposure was the main source. Recommendations for teachers and for both groups of students are provided, and the limitations of the present study and suggestions for future research are discussed at the end of the paper.

The Effect of Reading Comprehension Strategies Instruction on EFL Learners’ Reading Anxiety Level

This experimental study, using pretest-intervention-posttest design, investigated whether or not teaching English as a foreign language (EFL) learners to use comprehension strategies when they read English passages, decreases their English reading anxiety. The participants were 55 EFL learners in Turkey who were at lower-intermediate level based on the results of the Oxford Quick Placement Test. Data were collected via Saito, Garza, and Horwitz’s (1999)Foreign Language Reading Anxiety Scale (FLRAS). The whole treatment/control period lasted for 11 weeks during a reading course. The experimental group (n = 28) received instruction in reading comprehension strategies (i.e., previewing, scanning for details, skimming, identifying the topic and main idea, finding supporting details, making inferences, understanding the author’s purpose, making predictions, dealing with unfamiliar words, using context clues, and summarizing). The control group (n = 27) received instruction by traditional teaching methods (i.e., reading, paraphrasing, translating, and answering the exercises).The results of the Mann-Whitney U Test indicated that instruction in English reading comprehension strategies had a positive effect on EFL learners in terms of reducing their English reading anxiety.

Analysis on Relationships of Subcategories in English Reading Anxiety based on College Students’ TOEIC Achievement

Analysis on Relationships of Subcategories in English Reading Anxiety based on College Students’ TOEIC Achievement

English Reading Anxiety in Relation to the Oral Reading Fluency of Grade 11 Students

Reading is an essential skill that students need to develop. However, readers may experience anxiety in reading materials in English. This study determined the level of English reading anxiety in relation to the oral reading fluency of the 163 Grade 11 students of Ozamiz City National High School, Ozamiz City. A descriptive-correlational design was used in the study. Adopted English Reading Anxiety Questionnaire and a Multidimensional Fluency Scale for Oral Reading Fluency were used in gathering the data. Mean, Standard Deviation, and Regression Analysis were the statistical tools used in analyzing the data gathered. Results revealed that the level of English reading anxiety of the respondents was high, and their level of oral reading fluency was instructional. There was a highly significant relationship between the English reading anxiety and the oral reading fluency of the students. Anxiety affects how well students read materials in English.

Using comprehension strategies for students' self-efficacy, anxiety, and proficiency in reading English as a foreign language

We examined whether or not instructing Taiwanese students in the use of comprehension strategies when they are reading English as a foreign language, reduces their English reading anxiety and increases their English reading self-efficacy and proficiency. We used a quasiexperimental design and conducted a 15-week course. The experimental group (n = 31) received instruction in reading comprehension strategies and the control group (n = 31) received instruction by traditional teaching methods. The results show that the experimental group had less anxiety when reading English and higher proficiency than the control group. In regard to self-efficacy when reading English, the experimental group also performed better than the control group in terms of self-affirmation, perseverance, verbal persuasion, and performance overall. However, there was no statistically significant difference for learning attitude between the groups.

대학생들이 경험하는 영어 읽기불안에 관한 인식 연구

The purpose of this study was to investigate college students’ perception on English reading anxiety and examined what factors of the English reading anxiety Korean college students perceived. The quantitative as well as qualitative methodologies were applied for this study. For the survey of the study, a total of 115 college students majoring in English participated in the study, and 9 out of those college students who took courses related to English reading participated in the interview which was the main method of the qualitative study. As a result, this study found that the college students perceived the high level of English reading anxiety and they perceived that their English reading anxiety had negative effects on the process of English reading as well as reading proficiency. According to the study, it was indicated that the college students perceived the reading anxiety factors such as lack of self-confidence, the frequent use of bottom-up reading strategy, insufficient of background knowledge, scarcity of vocabulary items, and grammar knowledge. Based on the results of the study, several implications and limitations were discussed.

Computer-Detected Attention Affects Foreign Language Listening but Not Reading Performance

No quantitative study has explored the influence of attention on learning English as a foreign language (EFL). This study investigated whether computer-detected attention is associated with EFL reading and listening and reading and listening anxiety. Traditional paper-based English tests used as entrance examinations and tests of general trait anxiety, reading, listening, reading test state anxiety, and listening test state anxiety were administered in 252 Taiwan EFL college students who were divided into High Attention (Conners' Continuous Performance Test, CPT < 50) and Low Attention (CPT ≥ 50) groups. No differences were found between the two groups for traditional paper-based English tests, trait anxieties, general English reading anxiety scales, and general English listening anxiety scales. The Low Attention group had higher test state anxiety and lower listening test scores than the High Attention group, but not in reading. State anxiety during listening tests for EFL students with computer-detected low attention tendency was elevated and their EFL listening performance was affected, but those differences were not found in reading.

The Relationships between English Reading Anxiety and Reading Proficiency of Korean College Students

The Relationships between English Reading Anxiety and Reading Proficiency of Korean College Students

A Study of Chinese College Students’ English Reading Anxiety

Anxiety is one of the affective factors that have effects on Chinese college students’ English reading comprehension. The study aims to investigate some causes of Chinese college students having English reading anxiety with the help of questionnaires and interview with some subjects, which may help them find out some useful and practical strategies to overcome it. After careful analysis of the subjects’ scores, five causes are found out. They are students’ lack of cultural knowledge of English-speaking countries, lack of confidence in reading English, lack of necessary reading skills, lack of English linguistic knowledge and lack of interest in reading English. Some measures may be taken by teachers to deal with their students’ reading anxiety. They should try to<b> </b>motivate the students to make more efforts and help reduce their reading anxiety in order to increase their learning efficiency in English reading.

Foreign Language Reading Anxiety in a Jordanian EFL Context: A Qualitative Study

In the last two decades, investigating the sources of foreign language anxiety in general has increasingly attracted the attention of many researchers in the field of foreign language teaching. However, the sources of anxiety that influence the acquisition of certain specific language skills such as reading in particular have rarely been investigated. Thus, the aim of this study was to explore and understand the underlying problems and factors that contribute to reading anxiety faced by EFL students at Yarmouk University, Jordan. It was a qualitative exploration of the sources of English language reading anxiety for which observation, semi-structured interviews and diaries were collected from six informants with different levels of English language proficiency. The findings of the study revealed that there were two aspects of foreign language reading anxiety: personal factor and text feature. Under the concept of personal factor there were also two main sources of foreign language reading anxiety, which are: afraid of making errors and worry about reading effects. On the other hand, there were three main sources of foreign language reading anxiety under the concept of text feature, which are: unknown vocabulary, unfamiliar topic, and unfamiliar culture. The five main sources of foreign language reading anxiety were arranged according to their occurrences and percentages in the study. Moreover, recommendations were proposed.

Research in anxiety and its relationship with nursing English reading achievement

Objective To find out the relationship between anxiety and nursing English reading achievement,and to provide references for teaching and learning of nursing English reading among ethnic minority region.Methods Nursing English Reading Anxiety Scale and nursing English reading tests were used to collect data,and 261 nursing students were chosen randomly from one of the Medical University in Baise as the research respondents.Results Students' anxiety level of nursing English reading was high (19.9％),medium (38.9％) and low (41.2％).Anxiety and nursing English reading achievement were negatively related.The Han nationality and ethnic minority students had significantly difference in the anxiety and nursing English reading achievement.Conclusions In order to improve the effectiveness of nursing English teaching and learning,the appropriate strategies to reduce the students' anxiety should be carried out. Key words: Anxiety; Nursing English; Reading; Nationality

Survey on Anxiety in Reading Chinese-English Syntactic Differences: A Case of English Reading Anxiety in Taiwanese University Students

This survey study investigated the potential role of Chinese-English syntactic differences in English reading anxiety among 189 Taiwanese university students. With the use of the Foreign Language Reading Anxiety Scale (FLRAS; Saito, Horwitz, & Garza, 1999) and the Survey of Anxiety in Reading Chinese-English syntactic differences (SARCE; a self-designed measure), the study showed that Chinese-English syntactic differences in the passive and relative constructions were a significant factor attributing to the participants’ English reading anxiety.

Study on Correlation of Foreign Language Anxiety and English Reading Anxiety

This paper firstly gives the definition of anxiety and its classification and then states the sources of foreign language anxiety. Research has made on the correlation between foreign language anxiety and reading anxiety, which shows Chinese students are bothered by reading anxiety coming from their lack of background knowledge and psychological factors such as anxiety, fear, bad reading habit and low interest in foreign language, etc. According to the above discussion, the paper gives the four strategies to help the students overcome reading anxiety, promoting students reading efficiency and we English teacher also can get teaching implication on this issue.