Reading Anxiety Research Articles

EXAMINATION OF THE RELATIONSHIP BETWEEN READING ANXIETY AND SELF-EFFICACY PERCEPTION FOR READING COMPREHENSION IN 5th GRADE STUDENTS

Reading is an important instrument that guides the individual on the way to learning. Comprehension, on the other hand, is a situation which is desired and expected to be attained as a result of reading. Therefore, the point where reading must reach is comprehension and correct interpretation of what is read. The aim of this study is to determine the level of reading anxiety and reading comprehension self-efficacy perception of 5th grade students and to set forth the relationships between these concepts if any. The sample group of the study consisted of 5th grade students studying in a secondary school randomly selected in the east in 2017-2018 school year. The data were collected using “Scale of Belief Self-Efficacy Reading Comprehension” developed by Epcacan and Demirel (2011) and “Reading Anxiety Scale” developed by Celikturk and Yamac (2015). According to the results obtained, reading anxiety levels of the students were found to be high. In addition, it was found that there were significant correlations between reading anxiety and self-efficacy perception for reading. Article visualizations:

Relationships among Fourth Graders’ Reading Anxiety, Reading Fluency, Reading Motivation, and Reading Comprehension

The aim of the current study was to examine the interrelations among reading anxiety, reading comprehension, reading fluency and reading motivation. In this study that is based on a predictive correlational design, the participants were made up of 128 fourth grade students. Structural equation modeling was performed to test our hypotheses regarding the direct and indirect relationships among intrinsic and extrinsic motivation, reading anxiety, reading fluency, and reading comprehension. The results showed that internal motivation has a substantial and positive effect on reading comprehension. Extrinsic motivation has a substantial positive effect on reading fluency. On the other hand, while extrinsic motivation is not a direct substantial predictor of reading comprehension, it has an indirect positive effect on reading comprehension. This relationship is mediated by reading fluency. Furthermore, reading fluency has a substantial and positive effect on reading comprehension and has a substantial and negative effect on reading anxiety. Finally, reading anxiety has a substantial and adverse effect on reading comprehension.

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.

한국어 읽기 불안도와 불안 요인의 상관성 -중급 수준의 한국어 학습자를 대상으로-

한국어 읽기 불안도와 불안 요인의 상관성 -중급 수준의 한국어 학습자를 대상으로-

Sources of Readıng Anxıety among the Learners of Turkısh as a Foreign Language

Language instruction is conducted by utilizing the data provided by contemporary educational sciences and based on the fact that learning is both a cognitive and affective process. Instruction of reading skills, one of the four basic language skills in Turkish as a foreign language instruction, is a complex process that range from the introduction of sounds to the reading comprehension process. During this education, in addition to cognitive training of learners, reading anxiety, which is considered as an affective dimension of reading, can also be considered as a factor that affect the reading process. The present study was conducted with the interview technique, which is one of the qualitative research methods. A focus group interview was conducted with six Turkish instructors as a foreign language and eight students learning Turkish as a foreign language using the developed semi-structured interview form. In the study, the sources of reading anxiety in learning Turkish as a foreign language were determined as "tonal attributes and pronunciation", "language levels (Course levels A1, A2, B1, B2, C1, C2)", "the fact that Turkish is an agglutinative language", "properties of reading texts", "unknown words" “unknown topics", "culture" and "fear of making mistakes".

소규모 영어 읽기 협력 학습에 대한 대학생 학습자의 인식

소규모 영어 읽기 협력 학습에 대한 대학생 학습자의 인식

Effect of the paideia seminar on the comprehension of poetry and reading anxiety

This article reports the results of an experimental study on the relative effectiveness of the Paideia Seminar in improving the comprehension of poetry and decreasing reading anxiety. The participants (n = 50) were English as a foreign language (EFL) ninth grade learners enrolled in classrooms at a public school in Lebanon. The study employed a pre-test – post-test control group design whereby two intact classes were randomly assigned to control and experimental conditions. The results indicated that the use of Paideia Seminar was more effective than regular reading instruction in improving the reading comprehension achievement of the experimental group participants and in decreasing reading anxiety.Pedagogical implications and suggestions for further research are discussed.

THE EFFECT OF ACADEMIC SELF MANAGEMENT AND READING ANXIETY TO STUDENTS’ READING COMPREHENSION IN EFL CLASSROOM

The objectives of this research were to find out the interaction of academic self management and reading anxiety in English reading comprehension, the difference of students high and low reading anxiety in reading comprehension, the difference of reading comprehension students having higher academic self management have high and low reading anxiety and the difference between low academic self management that have high and low reading anxiety in reading comprehension. Expost facto was employed as the design of the study with Riau Kepulauan University as the population. To measure students reading anxiety and academic self management, it was used questionnaires. Furthermore, reading test was used for measuring the students’ reading comprehension. Data analysis used Two –Way ANAVA, then Tuckey Test. It was found that there was difference between high and low reading anxiety students in which Qcount(3.47)> Q table (2.89). Then the interaction showed students academic self management and reading anxiety in reading comprehension, the score of Qcount bigger than Qtable (12,22>3,07). Next, high academic self management between high and low reading anxiety was found different. It was counted that Qcount (9.00)> Qtable (3.01). In contrast, there was no difference of reading comprehension between students low academic self management having and low reading anxiety. It was calculated that Qcount (-0.08)<Q table (3.01). Keywords: Academic Self Management, Anxiety, Reading Comprehension

The Effect of Anxiety and Attitudes of Secondary School Students towards Reading on their Reading Habits: A Structural Equation Modeling

In this research, it was aimed to analyze the effects of reading attitudes and reading anxiety of middle school students reading habits through structural equation modeling. The study group, which was formed by simple random sampling in the research conducted by the relational screening model consists of 341 students who were studying on 5th, 6th, 7th and 8th grades. In the collection of the data, “Reading Anxiety Scale (Melanlioglu, 2014)”,”Reading Attitude Scale (Cakiroglu & Palanci, 2015)” and “Secondary School Reading Habits Scale (Tok, Kucuk, & Kirmaci, 2015)” were used. Data were analyzed by structural equation modeling and SPSS 23 and AMOS 22.0 software were used for the analysis of data. As a result of the research, it was determined that and the reading anxiety and the attitude in which the hypothesis model was valid directly and significantly affected the reading habits. It has been determined that reading anxiety and reading attitude were the most dominant predictor of reading habits, as well as explaining 42% of reading habits, and that reading habits were both directly and indirectly influenced by reading anxiety and they were directly influenced by reading attitude.

Differential Effects of Anxiety Factors to the Second Language Learners’ Reading Anxiety Levels

Differential Effects of Anxiety Factors to the Second Language Learners’ Reading Anxiety Levels

Foreign Language Reading Anxiety Among Indonesian EFL Senior High School Students

This study aims to investigate foreign language reading anxiety among Indonesian EFL Senior High School students. Thirty two students of grade eleven in a senior high school in Bandung were involved as the participants. This study employed a survey research design. The primary data source was collected by two types of questionnaires and the secondary data source was gained by interview. The findings revealed that most of the students perceived anxiety in medium level (71,9%). The study found that there were two major potential factors of foreign language reading anxiety namely text features and personal factors. Under the concept of text features, there are three sources of foreign language reading anxiety including unknown vocabulary, unfamiliar topic, and unfamiliar culture. Unknown vocabulary was considered as the most potential factor of reading anxiety under the aspect of text features (49%). On the other hand, under the concept of personal factors, there are two sources of foreign language reading anxiety including afraid of making errors, and worry about reading effects. Afraid of making error was nominated as the highest potential factor of reading anxiety under the aspect of personal factors (39%). Implication to the study and recommendations for further research were considered.
 
 Keywords: Foreign language reading anxiety, potential factors of foreign language reading anxiety

An Inquiry into Foreign Language Reading Anxiety among Japanese EFL Learners

An Inquiry into Foreign Language Reading Anxiety among Japanese EFL Learners

The Effect of Teaching Reading Strategies on EFL Learners’ Reading Anxiety

The Effect of Teaching Reading Strategies on EFL Learners’ Reading Anxiety

Relationships between reading anxiety and advanced Korean learners’ academic performances: In the context of Korean for academic purposes.

Relationships between reading anxiety and advanced Korean learners’ academic performances: In the context of Korean for academic purposes.

English Language Anxiety: Development and Validation of a Brief Measure

In view of the lack of a short scale for the direct measurement of English language learning anxiety developed in the Egyptian context, this study aims to develop and validate a brief scale. Exploratory factor analysis (EFA) was employed using (362) EFL learners enrolled in first year at college of education, Minia University. Results of EFA proved that the scale consisted of four subscales: (speaking anxiety, (8) items, =.84, writing anxiety (8) items, =.84, reading anxiety (8) items, =.84, listening anxiety, (8) items, =.83). Confirmatory factor analysis (CFA) was conducted on 46 items to examine the structure validity. Results of confirmatory factor analysis showed that the four-factor model fitted well and results met the criteria for goodness of fit indices (>.90) and root mean score residual (RMR < .05) which means the (ELAS) has a four factor structure in the Egyptian university students sample. The brief scale has good reliability and adequate validity and results of the analysis supported the conclusion that it is a reliable and valid measurement instrument.

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.

Yabancı Dil Olarak Türkçe Öğrenenlerin Okuma Kaygıları ve Okuduğunu Anlama Becerileri

The purposes of this study are to reveal the relationship between reading anxiety and comprehension skills of learners of Turkish as a foreign language. In accordance with this goal, who are learning Turkish as a foreign language at B level, were enrolled in the sample. To collect data, “Reading Anxiety Scale” and “Comprehension Achievement Test” were developed for the students learning Turkish as a foreign language at B level. According to the results obtained from the whole of the scale, it was found that the students learning Turkish as a foreign language at B level got on average 46,92 in comprehension anxiety. It was found that the relationship between the scores, the students got at Comprehension Test and the ones they got from Comprehension Anxiety Test and its all subscales, were negative with between -,069 -,275, and that there was not a significant relationship between only in the "comprehension anxiety" subscale of Reading Anxiety Scale and comprehension achievement test scores, and that there was significant difference in other correlation coefficients. In the light of all these results, it was found that there is an inverse correlation between the scores got from comprehension achievement test and the ones got from reading anxiety scale, and that the achievement score obtained from comprehension test decreased as the reading anxiety increased.

Anxiety in reading and listening English as a foreign language in Chinese undergraduate students

This study tested relationships between foreign language (FL) reading and listening anxiety and learner variables in English as a foreign language (EFL). It tested links between foreign language anxiety (FLA) and its cognitive, affective and behavioral correlates in English (i.e. language learning strategies, learning motivation, and performance). Three-hundred-and-six Chinese undergraduates learning EFL were administered the measures via a questionnaire. Regression analyses indicated that EFL performance and EFL motivation were key factors that uniquely predicted EFL reading and listening anxiety. However, the role of EFL learning strategies was not significant after the effects of EFL performance and EFL motivation were controlled for. Despite this, mediation analyses revealed that EFL learning strategies had a significant indirect effect on EFL reading performance and listening anxiety levels with EFL learning motivation as a mediator. This suggests its secondary role in affecting FL anxieties. These findings provide important implications regarding assessment of students’ FL anxiety level as well as identification of and intervention for those with FL difficulties. These findings have extended past studies by highlighting the relative importance of these cognitive, affective and behavioral correlates on Chinese undergraduates’ EFL anxiety in specific domains.

Investigating Foreign Language Reading Anxiety among Imam Mohammad Ibn Saud Islamic University and Majma'ah University English Language Major Students

Investigating Foreign Language Reading Anxiety among Imam Mohammad Ibn Saud Islamic University and Majma'ah University English Language Major Students

Korean English Learners’ Reading Strategy Use and Reading Performance in Relation to Reading Anxiety

The present study examines whether the use of reading strategies acts as a moderating variable in the relationship between foreign language (FL) reading anxiety and reading performance. In particular, it examines whether the moderating effect of reading strategy use varies according to either different levels of FL reading anxiety or to different subscales of reading strategy (i.e., global strategy, problem-solving strategy, and support strategy). The participant pool comprised 245 Korean high school students who were learning English as a foreign language. The instruments used in the data collection were Saito, Horwitz, and Garza’s (1999) Foreign Language Reading Anxiety Scale and Mokhtari and Sheorey’s (2002) Survey of Reading Strategies. The results showed that middle- and low-anxiety groups scored significantly higher on the use of global strategy than did those in the high-anxiety group. In addition, there were significant differences in English reading performance among the three levels of FL reading anxiety groups. The low-anxiety (with regards to FL reading) group showed the highest reading scores, while the high-anxiety group showed the lowest scores. Furthermore, positively significant relationships were found between English reading performance and each of the two reading strategy subscales (i.e., global strategy and problem-solving strategy) only in the middle-level FL reading anxiety group. The results also showed that both global strategy use and problem-solving strategy use significantly moderate the adverse relationship existing between middle-level FL reading anxiety and English reading performance. Based on the results, limitations and pedagogical implications were discussed.