Reading Anxiety Research Articles

STUDENTS’ EFL ANXIETY IN LEARNING READING IN ACEH, INDONESIA

This research examines students’ foreign language anxiety of the English education of state institute of Islamic studies Langsa, Aceh, Indonesia which includes reading anxiety. Furthermore, this research also explores the factors that cause the emergence of anxiety experienced by students when learning a foreign language and explores their efforts to manage this anxiety. This research uses mix-methods with a sequential explanatory model. A total of 130 students for the 2019/2020 academic year at all semesters as the subject in this study. A questionnaire is given for them to obtain the quantitative data, besides, 30 sutudents get in-dept interview as the addition data to find the causes oh anxiety. Consequently, the results of questionnaire showed that Efl students experienced anxiety in learning reading is medium category(54.8%).While the result of in-depth interviews is among the factors that cause anxiety are cognitive factors, namely inadequate mastery of language supporting elements, such as vocabulary, grammar, and pronunciation, worry factors about getting negative assessments from the surrounding environment, low interest and motivation in foreign languages, assessment factors, and lecturer factors. Among the symptoms of anxiety experienced when learning a foreign language are shaking, heart palpitations, tension, confusion, cold sweats, panic, depression, and difficulty breathing. Not all Efl students make efforts to suppress anxiety, but some of them make preparations in the form of notes before showing the language, practice the language with friends and family, and follow several YouTube channels related to language learning.

Understanding EFL reading anxiety in relation to learning motivation, attitudes and strategies for Chinese and Spanish undergraduates

The present study explored the relationships between English as a foreign language (EFL) reading anxiety and learning motivation, attitudes, and strategies in two groups of EFL learners with different first language (L1) backgrounds. Thirty-five Chinese EFL undergraduates and thirty-seven Spanish EFL undergraduates participated in this study via a questionnaire. Quantitative analyses indicated different types of relationships between EFL reading anxiety and the abovementioned factors between these two groups of learners. While learning attitudes had a predictive effect on EFL reading anxiety for both Chinese and Spanish EFL undergraduates, the predictive effect of learning motivation and strategies were significant only among Spanish undergraduates. In addition, with learning attitudes as a mediator, learning motivation had an indirect effect on Chinese undergraduates’ reading anxiety. These findings expand previous studies by exploring the relationships between EFL reading anxiety and these correlates among EFL learners with different L1 backgrounds and provide reference and basis for the intervention of FLRA throughout the language learning process.

Examining foreign language listening anxiety and its correlates: a meta-analysis

While researchers have focused on examining the relationship between foreign language listening anxiety and its related correlates, most of their findings are largely inconclusive. To solve the problem, this meta-analysis investigates the overall average correlation between foreign language listening anxiety and its four key correlates, including two high-evidence correlates (listening performance and listening strategy) and two low-evidence correlates (motivation and reading anxiety) identified in the literature. For the two high-evidence correlates, moderator analysis was also conducted to examine the modulating effects of learners’ age, foreign language proficiency and language distance. The results obtained a moderate and small negative correlation of listening performance and listening strategy, respectively. The two low-evidence correlates had small and moderate-to-large effect sizes, with motivation being the small and negative correlate, and reading anxiety being the moderate-to-large and positive correlate. Learners’ age and foreign language performance were found to be significant moderators.

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).

An Investigation on Reading Anxiety Across Gender

Reading helps language users gain knowledge and empowers the users with the power of reasoning. The use of reading skills makes the language users depend on their communication skills. Reading comprehension is challenging as it requires the coordination of multiple linguistic and cognitive processes, word reading ability, working memory, inference generation, comprehension monitoring, vocabulary, and prior knowledge. Past studies revealed that there is gender difference in the use of language learning strategies. More studies were suggested to investigate gender differences when it comes to language learning difficulties; especially reading comprehension. This study explores the reading comprehension strategies among male and female language learners; specifically, the perception of top-down and bottom-up reading anxiety across gender as well as the perception of classroom reading comprehension across gender. This study uses quantitative design with a survey as the instrument. 30 respondents from social sciences faculty in a public university were randomly chosen for this study. For both top-down and bottom-up anxiety, this study has shown that generally, female respondents reported higher anxiety than male respondents. When it comes to classroom teaching, male respondents reported higher anxiety. Findings in this study has interesting pedagogical implications for the teaching and learning of reading comprehension.

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.

An Investigation of Flipping an English Reading Course: Focus on Reading Gains and Anxiety

The aim of this research was to explore the effect of flipped classroom on English as a Foreign Language (EFL) learners’ reading skill and reading anxiety. For this purpose, a sample of 44 Iranian EFL learners was recruited and randomly assigned to a flipped group (N =23) and a non-flipped group (N =21). Using a quasi-experimental design, the researchers employed an experimental group that received flipped instruction and a control group that were instructed based on the regular method for a period of four months. The reading component of the Cambridge Preliminary English Test (CPET) and a scale of reading anxiety were given to assess the reading comprehension and reading anxiety of the participants as pre-test and post-test of the study. The outcomes of the research indicated that the learners in the flipped class substantially performed better than those of the non-flipped class regarding EFL reading gains. Also, flipping the course significantly reduced reading anxiety of the participants. According to these results, it may be concluded that EFL teachers can utilize flipped instruction for their reading courses.

FLRA and Its Influence on EFL Students’ Reading Achievement Amid the Pandemic Covid-19

Foreign Language Reading Anxiety (FLRA) is a symptom of anxiety in reading which becomes increasingly challenging for EFL learners. FLRA is an influential interruption that might prevent EFL learners to derive a reading grasp. The pandemic situation borders teachers’ and students’ activities in the learning process. In this condition, numbers of students in Indonesian schools perform different reading comprehension achievements, including low, middle, and high levels. The researcher noted that several Indonesian students feel anxious in the second language (L2) reading with certain reading troubles. The purpose of this study was to examine FLRA and its influence on the students’ reading achievement amid the pandemic COVID-19 schooling including identifying potential factors which affect their anxieties in reading and investigating their influence on their reading achievement. This study used a quantitative research method. The research was carried out in the Eagle Class students of LinkAge education, in Lombok, Indonesia. The sample of this study was 20 students selected using the purposive sampling method. The data were collected using a questionnaire namely the Foreign Language Reading Anxiety Scale (FLRAS) which was developed by Saito et al (1999) with a five-point Likert scale. The researcher analyzed the data using descriptive statistics. The results demonstrate that the students’ anxiety level is 58.25 which indicates that they experience a high level of anxiety although the value is a little bit lower than the limit of moderate level. There are some symptoms of reading anxieties commonly recognized by the students.

Using Story Pyramid Strategy for Developing Reading Comprehension Skills and Reducing Reading Anxiety among Preparatory Stage EFL Pupils

Using Story Pyramid Strategy for Developing Reading Comprehension Skills and Reducing Reading Anxiety among Preparatory Stage EFL Pupils

Readers’ Theater Projects for Special Education: A Randomized Controlled Study

ABSTRACT A randomized controlled trial was conducted to study the effectiveness of two readers’ theater (RT) programs in promoting reading skills and motivation of dysfluent readers in Grades 3–4. One program (RT Goal) included a goal of preparing a performance for an audience (n = 50), while another program (RT Practice) did not include such a goal (n = 49). A group of dysfluent readers receiving traditional oral reading intervention (Control group; n = 59) and a group of classroom peers (Mainstream group; n = 159) served as controls. The results indicate that both RT groups and the Control group developed at a higher rate in oral reading speed during the intervention period than the Mainstream group. The RT Goal program was associated with higher engagement ratings and a temporary reduction in reading errors and oral reading anxiety. RT had no effects on silent reading skills or reading self-efficacy.

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.

Reading Game Sport from the Perspective of Sociology of Knowledge.

The evolution of media technology has not only changed readers' reading ways and reading habits but also tried to reshape their social behaviour. From the perspective of sociology of sustainable knowledge, this essay explores the impacts of technological change on reading through the framework of activity theory. It is found that digital reading is of increasing characteristics of “front stage” performance and reading anxiety in society, and sustainable knowledge anxiety began to spread. The research shows that the existing digital reading mode is actually the consumption of media, which is not conducive to the transmission and production of sustainable knowledge. Also, with the further development of technology, reading will open up a new chapter. The wisdom of human symbiosis will be infinitely stored and strive toward the era of global brain, which will help to better inherit sustainable knowledge and activate the vitality of sustainable knowledge production.

Spatial skills, but not spatial anxiety, mediate the gender difference in number line estimation.

Recently, there has been increasing evidence showing that males estimate whole numbers more accurately than females on the number line. However, relatively little is known about what factors contribute to this gender gap. The current study explored potential mediators of the gender difference in number line estimation, including spatial skills and spatial anxiety. In the Fall (time-point 1 [T1]), 490 children from kindergarten through fourth grade (274 girls) completed age-appropriate measures of number line estimation, spatial skills (including proportional reasoning, mental rotation, mental transformation, and visuospatial working memory), and spatial anxiety. About 5 month later in the Spring (time-point 2 [T2]), children completed the same measure of number line estimation again. Boys were more accurate on number line estimation, proportional reasoning, and mental rotation than girls, whereas girls showed higher levels of spatial anxiety. Critically, spatial skills (a latent variable constructed from proportional reasoning, mental rotation, mental transformation, and visuospatial working memory) at T1 mediated the gender difference in T2 number line estimation whereas spatial anxiety was not a significant mediator. These relationships held even after controlling for T1 number line estimation, reading achievement, and reading anxiety. Among the four spatial skills, proportional reasoning and mental rotation (but not mental transformation or visuospatial working memory) were mediators of the gender difference in T2 number line estimation. These findings constitute, to our knowledge, the first evidence regarding factors contributing to the gender difference in whole number line estimation. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Investigating the relationship between learning anxieties and learning strategies used by EFL teachers and students

This research has investigated the relationship between learning anxieties and learning strategies and has explored the effect of learning anxieties on learning strategies used by B.A EFL student of the Islamic Azad University of Ardabil branch. Overall, 103 students participated in this investigation, and two questionnaires were used for collecting data. To this end, Foreign Language Reading Anxiety Scale (FLRAS) was utilized to measure the learning anxiety of students and to investigate the le

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.

Impact of Affective Factors on Senior High School Students with Low English Reading Ability

In 2017, the Ministry of Education promulgated the General High School English Curriculum Standards (2017 Edition), which stressed the importance of affective factors in English learning. This study uses a combination of qualitative and quantitative research methods such as student questionnaires and interviews to explore the motivational function of affective factors and its negative influence upon English reading of 80 students with low English reading ability in a high school in Jiujiang. The results of the study show that reading anxiety is common among high school students, the internal motivation for English reading is weak and the external motivation is strong, the self-efficacy of reading is not clear and firm. The study further found that the great academic pressure and high school students’ self-awareness which are subject to external environment, language and other factors cause high school students’ anxiety, the international social environment and examination system have a large impact on high school student’ external motivation. In order to improve the English reading ability of high school students, this research tries to make corresponding suggestions for teachers, students and other aspects from the perspective of affective factors. As for the English teachers, they should set up diversified activities and increase the interest of teaching content in order to promote emotions with knowledge. As for the students, they should clarify their tasks to enhance learning motivation. The school should set up mental health courses and psychological counseling room and provide psychological training for teachers. Then, parents should try to communicate with students and learn to ask for help rather than paying too much attention to students’ performance.
  

STUDENTS READING ANXIETY AND READING STRATEGIES AT SMP NEGERI 4 BAUBAU

The objective of the research was to examine students’ reading anxiety and students’ reading strategies to overcome reading anxiety at SMP Negeri 4 Baubau. Data Collection in this study was carried out using a research instrument in the form of questionnaires. There was research questionnaire “EFL Reading Anxiety Inventory (EFLRAI) consisting 23 items statements to find out the level of students’ reading anxiety. There was also reading strategies questionnaire which consists of 20 items statements to find out the students’ reading strategies. The data obtained were analyzed by using SPSS program 21.0. The results showed that students’ reading anxiety was in the high category with the mean score 2.75 which was dominated by top-down reading anxiety and bottom-up reading anxiety, while the reading strategy was in the moderate category by the mean score 2.81 and the dominantly used was metacognitive strategy.

Examining the Effects of Integrating Anxiety Management Instruction Within a Reading Intervention for Upper Elementary Students With Reading Difficulties

We present findings from the first cohort of third- and fourth-grade students with reading difficulties (128 students from 31 classrooms) who participated in a 2-year intervention examining the effects of a reading intervention with and without anxiety management. Using a randomized controlled trial, students were assigned to one of three conditions: (a) small-group reading intervention with anxiety management instruction (RANX), (b) small-group reading intervention with math fact practice (RMATH), and (c) business-as-usual (BAU) comparison condition (no researcher provided treatment). Personnel from the research team provided participants in the RANX and RMATH the same reading intervention with the variation in the two treatments being whether the same amount of time per lesson was allocated to anxiety management (RANX) or practicing math facts (RMATH). Students in the RANX significantly outperformed students in the BAU on reading comprehension (effect size [ES] = 1.22) and students in the RMATH outperformed BAU on reading comprehension (ES = 0.77). Groups did not differ significantly on other reading outcomes. Reading anxiety moderated the main effect of the RANX intervention on the Test of Word Reading Efficiency (TOWRE) word reading when contrasted against the BAU group, indicating a significant difference favoring RANX where treatment’s effect decreased by 0.94 units (about 1 point on the outcome) on word reading for each additional point increase in reading anxiety.

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.