Reading Anxiety Levels Research Articles

Does AI Simplification of Authentic Blog Texts Improve Reading Comprehension, Inferencing, and Anxiety? A One-Shot Intervention in Turkish EFL Context

This experimental study investigates the impact of ChatGPT-simplified authentic texts on university students’ reading comprehension, inferencing, and reading anxiety levels. A within-subjects design was employed, and 105 undergraduate English as a foreign language (EFL) students engaged in both original and ChatGPT-simplified text readings, serving as their own controls. The findings reveal a significant improvement in reading comprehension scores and inferencing scores following ChatGPT intervention. However, no significant change in reading anxiety levels was observed. Results suggest that ChatGPT simplification positively influences reading comprehension and inferencing, but its impact on reading anxiety remains inconclusive. This research contributes to literature on the use of artificial intelligence (AI) in education and sheds light on ChatGPT’s potential to influence language learning experiences within higher education contexts. The study highlights the practical application of ChatGPT as a tool for helping students engage in authentic text readings by making text more comprehensible. Based on the findings, several multifaceted implications that extend to various stakeholders in the field of language education are provided.

Electrophysiological evidence of lexical processing impacted by foreign language reading anxiety

Extensive studies have been conducted on the impact of foreign language reading anxiety on reading, primarily focusing on pedagogy and behavior but lacking electrophysiological evidence. The current study aimed to investigate the influence of foreign language reading anxiety on reading and its underlying mechanisms. The results revealed a negative correlation between foreign language reading anxiety and foreign language reading performance, irrespective of the native language. Adults with low levels of foreign language reading anxiety (LFLRA) demonstrated a significant difference in early lexical component N170 amplitude between foreign and native languages. However, this effect was not observed in adults with high levels of foreign language reading anxiety (HFLRA). In terms of N170 latency, HFLRA showed a longer N170 for the foreign language compared to the native language. Furthermore, the N170 effects were predominantly localized over the left occipitotemporal electrodes. Regarding N400 latency, a significant difference was found in LFLRA individuals between foreign and native language processing, while HFLRA individuals did not exhibit this difference. These findings suggest that HFLRA individuals experience inefficient lexical processing (such as orthography or semantics) during reading in foreign language.

Determiantion of Reading Anxiety of Primary School 4 th Grade Students

One of the factors that emotionally affect the education-learning process is anxiety. Considering students' anxiety in teaching how to read and write, anxiety will positively contribute to effective and productive learning. This study aimed to determine the "Reading Anxiety" of primary school students. A 29-item "Reading Anxiety Scale" was developed based on the 42- item draft scale that Çeliktürk and Yamaç (2015) used in her research titled "Developing a Reading Anxiety Scale for Primary and Secondary School Students: Validity and Reliability Analysis." Çeliktürk and Yamaç permitted using the developed "Reading Anxiety Scale" in this study titled "Determination of Reading Anxiety of Primary School 4th-grade Students". Descriptive survey model was used in the study. This study was conducted with the voluntary participation of 1049 students attending the 4th grade of primary school in the central districts of Eskisehir (Odunpazari and Tepebasi). Convenience sampling determined the schools, and the data obtained were tabulated and interpreted using the SPSS program in the computer environment. The reliability coefficient of the 29-item reading anxiety scale was 0.957 (95.7%). Confirmatory Factor Analysis (CFA) was applied, and the acceptable fit of 0.90 ≤ CFI ≤ 0.95 was checked. Standardized factor loads were higher than 0.3 and at an acceptable level of fit. No significant difference was found regarding the district of the school, gender, and father's working status. However, there were significant differences in reading anxiety according to age, parents' education level, and mother's working status within the 95% confidence interval. Accordingly, it was concluded that students' age, parents' education level, and mothers' working status affect students' reading anxiety. However, no significant difference was found regarding the district of the school, gender, and fathers' working status. No significant difference was found between the reading anxiety levels of the students according to the district where the school is located, their gender and the working status of their fathers. It was determined that as the education level of the students' parents increased, the level of reading anxiety decreased. It was determined that the working status of the mothers of the students caused a significant difference between the reading anxiety levels, while the working status of the fathers did not cause a significant difference.

Exposing EFL Students’ FLRA in Reading Section: The Case of TOEFL Course

Foreign Language Reading Anxiety (FLRA) becomes increasingly crucial for EFL students since it prevents the learners' reading grasp. This study reports on college students’ reflections on reading. The study's main objective was to determine students' reading anxiety levels and discover the most potential factors contributing to students’ Foreign Language Reading Anxiety (FLRA) in TOEFL Test. It was administered to 22 students of the English Department in Universitas Pembinaan Masyarakat Indonesia using purposive sampling in the academic year 2022/2023. To achieve this purpose, this study utilized both quantitative and qualitative approaches. The data were collected using a Foreign Language Reading Anxiety Scale (FLRAS) questionnaire with five-point Likert scale participants and an interview sheet to examine the levels of their reading anxiety and its factors. The results demonstrate that the student's reading anxiety levels were 18% in the low category, 64% in the medium category, and 18% in the high category. It indicates that they experienced a medium level of anxiety while reading with unfamiliar vocabulary and unknown topics, and the fear of making mistakes was identified as the significant factor of FL reading anxiety.

Are General Anxiety, Reading Anxiety, and Reading Self-Concept Linked to Reading Skills Among Chinese Adolescents With and Without Dyslexia?

This study investigated the cross-sectional relationships between reading-related affective and cognitive factors and reading skills among adolescents with and without dyslexia. Participants were 120 Chinese-speaking eighth graders, including 60 adolescents with dyslexia and 60 typically developing adolescents from Hong Kong, China. Adolescents completed questionnaires on general anxiety, reading anxiety, and reading self-concept. They were also assessed on measures of rapid digit naming, verbal working memory, word reading, reading fluency, and reading comprehension. The results showed that readers with dyslexia reported higher levels of general anxiety and reading anxiety and lower levels of reading self-concept than typical readers. They also showed difficulties in rapid digit naming and verbal working memory. Importantly, controlling for rapid digit naming and verbal working memory, reading self-concept was uniquely associated with word reading and reading fluency for readers with and without dyslexia. Furthermore, reading anxiety and reading self-concept were uniquely associated with reading comprehension for the two groups of readers. The findings point to the importance of considering affective factors when examining the reading skills of Chinese readers and the utility of targeting these factors when supporting the learning of adolescents with and without dyslexia.

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.

Reading anxiety modulates the functional connectivity of the reading-related network during adult reading

Researchers have studied cognitive and linguistic skills in predicting reading abilities, but the impact of affective factors such as anxiety on reading at the neurobiological level is not well understood. Here, we used functional magnetic resonance imaging to investigate the neural correlates of reading anxiety in adult readers performing a semantic judgment task. The results showed that reading anxiety was significantly correlated with response time but not with accuracy. Neurobiologically, functional connectivity strength rather than activation level of semantic-related areas significantly predicted reading anxiety. Activation of regions (i.e., the right putamen and right precentral gyrus) external to the semantic-related areas positively correlated with reading anxiety levels. These findings suggest that reading anxiety influences adult reading by modulating functional connections of semantic-related areas and brain activation of semantic-unrelated areas. This study provides insights into the neural mechanisms underlying reading anxiety experienced by adult readers.

An Investigation of Reading Anxiety among Vietnamese English Major Students

Understanding EFL students' anxiety when performing a reading task has gained much attention in recent research. In Vietnam, not much research focuses on the anxiety level of English-major students. This study aims at measuring linguistics students' reading anxiety levels using the English as a Foreign Language Reading Anxiety Inventory (EFLRAI) (Zoghi & Alivandivafa, 2014). A total of 72 linguistics students from two Reading classes at the International University, VNU-HCMC, took part in this study. A follow-up interview was carried out with the students to further investigate the factors, including top-down reading anxiety, bottom-up reading anxiety, and classroom reading anxiety. Quantitatively, the findings revealed that the majority of students experienced low to moderate levels of reading anxiety. Most students reported that their reading background knowledge and reading ability, namely the top-down factors, accounted the most for their negative emotions while performing the task. Importantly, some solutions related to teaching strategies were recommended by students for a better learning environment.

READING ANXIETY OF EFL LEARNERS IN INDONESIAN RURAL SCHOOLS: A QUANTITATIVE STUDY

The purposes of this current study were twofold. First, it attempted to find out the level of reading anxiety among EFL learners in rural schools. Second, it sought to determine whether there is a statistical difference in reading anxiety between rural EFL learners across gender and level of study. Seventy-seven EFL learners from several rural Indonesian schools were involved in completing a 27-items EFL Reading Anxiety Inventory (EFLRAI). The findings revealed different levels of top-down, bottom-up, and classroom reading anxiety among rural school learners. Regarding the statistical differences across gender, it is found that male learners outperformed females in terms of top-down and bottom-up reading anxiety. However, female learners offered a better understanding than male learners. Meanwhile, in terms of study grades, it is stated that freshmen learners are more dominant in experiencing reading anxiety than junior and senior learners. In short, reading anxiety has different levels among different EFL learners. In addition, differences occur when each learner with different gender and study grade experience anxiety in reading.

A Correlational Study: Listening and Reading Anxiety of Turkish Children During the Covid-19 Pandemic

As the source of an individual’s learning, listening and reading skills are also a prior condition to use speaking and writing skills. Therefore, eliminating the problems encountered in these skills is also important for the development of other skills. In this study, the aim is to determine the listening and reading anxiety levels of students and the relationship between them in terms of various variables during the Covid-19 pandemic which has been emphasized in various studies to cause learning losses. In accordance with the stated aim, the target population of the research consists of secondary school students. Data from the participants were collected with the use of the Listening Anxiety Scale for Secondary School Students and the Reading Anxiety Scale, and the SPSS program was used to analyze the data. As a result, it was determined that listening anxiety levels of the participants were moderate and reading anxiety levels were low, and there was a positive and significant relationship between the listening and reading anxiety levels of secondary school students.

Sources of Turkish EFL Learners’ Foreign Language Reading Anxiety

The purpose of this study was to investigate possible sources of reading anxiety experienced by Turkish EFL learners. The participants of the study were 50 first year university students studying at the English Language Teaching program of a public university in Turkey. The study employed the explanatory sequential mixed methods design. First, the quantitative data were collected through Foreign Language Reading Anxiety Scale (FLRAS), and then the qualitative data were collected through semi-structured interviews for the purpose of better understanding quantitative data findings. For analyzing the quantitative data, each participant's mean score from FLRAS was computed. As for the qualitative data, the transcribed interviews were analyzed using the constant comparison method, for which the researcher identified the recurring themes through coding, prioritizing and connecting the pieces of data. Results indicated that the participants of the study, in general, experience a moderate level of FL reading anxiety. The following three main categories of FL reading anxiety sources were identified with their ten sub-categories: (1) personal factors (inappropriate reading strategy use, lack of self-confidence, high expectations), (2) features of the reading text (topic familiarity, unknown vocabulary, complex reading structure, text length, figurative language), and (3) reading course (compulsory reading, exam).

Sources of Turkish EFL Learners’ Foreign Language Reading Anxiety

The purpose of this study was to investigate possible sources of reading anxiety experienced by Turkish EFL learners. The participants of the study were 50 first year university students studying at the English Language Teaching program of a public university in Turkey. The study employed the explanatory sequential mixed methods design. First, the quantitative data were collected through Foreign Language Reading Anxiety Scale (FLRAS), and then the qualitative data were collected through semi-structured interviews for the purpose of better understanding quantitative data findings. For analyzing the quantitative data, each participant's mean score from FLRAS was computed. As for the qualitative data, the transcribed interviews were analyzed using the constant comparison method, for which the researcher identified the recurring themes through coding, prioritizing and connecting the pieces of data. Results indicated that the participants of the study, in general, experience a moderate level of FL reading anxiety. The following three main categories of FL reading anxiety sources were identified with their ten sub-categories: (1) personal factors (inappropriate reading strategy use, lack of self-confidence, high expectations), (2) features of the reading text (topic familiarity, unknown vocabulary, complex reading structure, text length, figurative language), and (3) reading course (compulsory reading, exam).

STUDENTS’ READING ANXIETY AND STUDENTS’ READING COMPREHENSION

The objective of the research was to find out the level of students reading anxiety and students reading comprehension. Data collection in this research was carried out using a research instrument in the form of a questionnaire EFL Reading Anxiety Inventory (EFLRAI) consisting 23 items and test to determine the level of students reading anxiety and 30 items of reading comprehension test. The data obtained were analyzed by descriptive statistical analysis. Based on the result of the research, it was conclude that students’ reading anxiety was in the high category with the mean score 2.72 means in the high anxiety. Sequentially top-down reading anxiety with the mean score 2.77, bottom-up reading anxiety with the mean score 2.74 and classroom reading anxiety with the mean score 2.29. While reading comprehension the mean score 2.72 implies that the students’ reading comprehension is in the poor category.

Reading Anxiety Experienced by Senior High School Students (A Case Study in the Senior High School 1 Ciawigebang)

This paper aims to find out the level of reading anxieties experienced by senior high school students andto identify the major factors that influence anxieties experienced by the students. Mix method research design was applied in this research. There are 36 students employed in this research. The data were collected through questionnaire and interview. The data were analyzed within two phases, the first is quantitatively in order to find out the level of reading anxiety experienced by senior high school student and the second is qualitatively in order to identify the major factor triggering the reading anxiety. The results of the research reveals that level reading anxiety is in high level with score 68.08. The result also shows that students experienced high level of anxiety in all category, namely worry about effect (71.85), fear of making error (60.69), unfamiliar culture (70.42), unfamiliar topic (62.5), unknown vocabulary (70.28) which all category is in the high level. Thus, the major factor triggering reading anxiety experienced by senior high school students is worry about effect.

The Role of the Home Learning Environment on Early Cognitive and Non-Cognitive Outcomes in Math and Reading

The home learning environment (HLE) has been considered to contribute to children’s early math and reading development. Previous studies examined the HLE by examining the influence of parent-child math and reading activities on math and reading outcomes, however also parents’ own perceptions of math and reading and their math anxiety (MA) and reading anxiety (RA) contribute to the HLE but the latter factors have been scarcely explored. The aim of this study was to provide a more holistic view of the HLE and its relations with children’s cognitive and non-cognitive outcomes in math and reading at the start of primary school. This paper examined the relations within the HLE, and the relations between the HLE and children’s early math and reading outcomes. Participants were 301 first-grade children and their parents. The HLE was measured by the parent questionnaire. Children’s digit comparison, number line estimation, letter knowledge and phonological awareness skills were measured as well as their math and reading anxiety levels. The results demonstrated a significant association between parents’ perceptions and their anxiety towards math and reading. No significant associations were found between parents’ perceptions towards math and the frequency of home numeracy activities, whereas significant relations were found in the domain of reading. Socioeconomic status was found to provide a unique contribution in children’s digit comparison and math anxiety, while no significant relations were observed between other HLE factors and children’s outcomes. The current study suggests the importance of including parents’ perceptions and feelings to explore the dynamics of the HLE and its impact on children’s math and reading outcomes.

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 Correlation Between Students’ Reading Anxiety and Their Reading Comprehension in ESP Context

This study aimed to analyze the relationship between reading anxiety and reading comprehension of ESP students in Universitas Muhammadiyah Malang. The participants in this study were 50 first-year Governmental Science students who took intensive reading I. This study used correlational design to analyze the relationship between two variables (Reading anxiety and Reading comprehension). In collecting the data, the English Foreign Language Reading Anxiety Inventory (EFLRAI) questionnaire was used to investigate the level and potential causes of reading anxiety. Moreover, in assembling students' reading comprehension data, the researcher constructed a reading comprehension test specifically for governmental science students. Based on the study results, the non-English department students belong to moderate a level of reading anxiety. Specifically, reading anxiety is divided into three main aspects; top-down reading anxiety, bottom-up reading anxiety, and classroom reading anxiety. It was found out that the most potent sources of reading anxiety were in bottom-up reading anxiety, namely unclear-meaning vocabulary in English written text. Regarding students reading comprehension level, the ESP students have a low reading comprehension score. Besides, the research findings illustrated that there is a negative moderate-strong relationship between reading anxiety and Comprehension of ESP students. In means, the higher anxiety the students have, the lower their comprehension score they obtained. Thus, by knowing this, the teacher should select a carefully teaching method in their ESP classroom to decrease their reading anxiety and encourage them to improve their reading comprehension and deal with their anxiety.

THE INTERPLAY OF READING ANXIETY, READING STRATEGY USE AND ACADEMIC ACHIEVEMENT OF NON-ENGLISH MAJORED STUDENTS AT A UNIVERSITY IN THE NORTH OF VIETNAM

A quantitative research was carried out at the International School, Thai Nguyen University to measure the levels of reading anxiety among non-English majored students who had just finished one year of intensive English. These students were supposed to take a simulation IELTS exam with an expected result of 5.5 overall bands (B2-CEFR). The finding showed that the level of anxiety measured was at medium level (M = 3.31, SD = 0.59, SEM = 0.09, Min = 2.05, Max = 4.30, Skewness = -0.46, Kurtosis = -0.54). The second research question focuses on the correlation between reading anxiety and the use of reading strategies. The results showed that there was no significant difference between reading anxiety and the uses of reading strategies. The third research finding indicated that there was a significant difference between the levels of reading anxiety and academic reading achievement. Students with high level of anxiety attain low achievement. Low anxiety (M = 2.64, SD = 0.50) was significantly larger than for High anxiety (M = 1.40, SD = 0.52).

Mapping Different Culturally Oriented Texts over EFL Learners’ Reading Indices via Project-Based Learning

The present article made attempts to examine the implementation of diverse culturally-loaded materials among some EFL university students to see their impact on foreign language reading anxiety, reading comprehension self-efficacy and reading proficiency of the learners via two constructed teaching schemes that were labeled project- and teacher- based teaching methods. The investigation was conducted with four classes of freshmen majoring in English Language Teaching, each focusing on different culturally oriented materials (i.e., L1 culture for project based class A, L2 culture for project based class B, and L1 and L2 cultures for project- and teacher-based classes C and D). Self-Efficacy for Learning and Performance subscale, Foreign Language Reading Anxiety Scale, and the reading section of the Michigan Test were applied as pre-tests and post-tests in this study. Paired samples t-tests and ANCOVA were utilized for analyzing the data. The findings showed that despite considerable decreases observed in reading anxiety levels towards the end of the treatment in classes A, C, and D, significant improvement was actually evident in the L2 culturally oriented class. Moreover, though in classes A, B, and C, significant improvements were observed regarding reading self-efficacy and reading proficiency from pretest to posttest, no differences regarding the two variables were observed among the classes. Meanwhile, class C outperformed class D with respect to the two aforementioned variables. The results could carry certain implications for EFL material developers, teachers, curriculum and syllabus designers, among others, with respect to the choice of learning materials and teaching methodologies.

Relationship between Reading Anxiety, Reading Strategies and Language Competence of Rural ESL Secondary Learners

Learning English as a second language (ESL) for rural secondary learners is challenging, especially related to reading skills. This challenge causes anxiety to arise among rural ESL secondary learners while reading English related reading materials, which indirectly affects their language competence. The problem is overcome as learners seek to utilise suitable strategies as they read any English reading materials. The anxiety that rural ESL secondary learners faced in their reading of English material affects their language competence which is reflected in their English paper grades and strategies employed while reading contributes to a better result which reflects their language competence. This paper discusses a survey that explores the relationship between reading anxiety, strategies and language competence among n = 139 Form 4 secondary rural ESL learners. Two instruments, namely, EFL Reading Anxiety Instrument (EFLRAI) and the Survey of Reading Strategies (SORS), were employed to measure their anxiety level and reading strategies respectively. Rural ESL learners’ language competence is based on their first examination of English grade. The result shows that there is a weak negative correlation between reading anxiety language competence and a weak positive correlation between reading strategies and language competence. This study implies that rural ESL learners experience medium level of reading anxiety when reading English materials and the use of strategies correlates positively with language competence. Although reading anxiety is not strongly experienced by rural ESL learners, yet, employing suitable reading strategies enhances learners’ language competence.