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

2020 ◽  
Vol 11 (02) ◽  
pp. 126-142
Author(s):  
Sharon Litad Petrus ◽  
Parilah Md Shah
Keyword(s):  
Reading Strategies ◽  
Language Competence ◽  
Reading Anxiety ◽  
Secondary Learners

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

2020 ◽  
Author(s):  
Aixa Hafsha
Keyword(s):  
Reading Strategies ◽  
Language Competence ◽  
English Reading ◽  
Reading Anxiety ◽  
Reading Materials ◽  
Medium Level ◽  
Weak Negative Correlation ◽  
Esl Learners ◽  
The Relationship ◽  
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.

Effects of EFL Individual Learner Variables on Foreign Language Reading Anxiety and Metacognitive Reading Strategy Use

2016 ◽  
Vol 119 (1) ◽  
pp. 124-135 ◽  
Author(s):  
Hsin-Yi Lien
Keyword(s):  
Foreign Language ◽  
Reading Strategies ◽  
Reading Proficiency ◽  
Past Research ◽  
Reading Strategy ◽  
Strategy Use ◽  
Metacognitive Awareness ◽  
Academic Level ◽  
Foreign Language Reading ◽  
Reading Anxiety

Past research has shown an association between foreign language reading anxiety and reading strategy. However, individual variables tend to affect foreign language anxiety and strategy use. The present study examined a hypothesized model that specified direct and indirect effects among English and foreign languages readers’ distinct variables, including academic level; self-perceived English level; and satisfaction with reading proficiency, reading anxiety, and metacognitive awareness of reading strategies. A total of 523 volunteer Taiwanese college students provided 372 valid responses to a written questionnaire (281 women and 91 men; M age = 19.7 years, SD = 1.1) containing the translated versions of Foreign Language Reading Anxiety Scale, Survey of Reading Strategies Inventory, and self-assessment background questionnaire. The results showed that self-evaluation of reading proficiency did not correlate with academic level and readers’ perceptions. Satisfaction had a direct effect on foreign language reading anxiety but not on metacognitive awareness of reading strategies. Results of path analysis demonstrated that the perception learners who had their own reading proficiency predicted their foreign language reading anxiety and was a mediating variable for metacognitive reading strategy use.

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

2020 ◽  
Vol 36 (6) ◽  
pp. 57
Author(s):  
Le Quang Dung
Keyword(s):  
Reading Strategies ◽  
Quantitative Research ◽  
Research Question ◽  
Academic Reading ◽  
The North ◽  
Reading Anxiety ◽  
Significant Difference ◽  
Medium Level ◽  
One Year ◽  
High Level

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).

scholarly journals Indonesian theology students' foreign language reading anxiety and reading performance: A correlational study

2021 ◽  
Vol 8 (1) ◽  
pp. 131-142
Author(s):  
Jeane Theresia Limeranto ◽  
Adaninggar Septi Subekti
Keyword(s):  
Reading Achievement ◽  
Foreign Language ◽  
Reading Strategies ◽  
Significant Negative Correlation ◽  
English Reading ◽  
Foreign Language Reading ◽  
Reading Anxiety ◽  
Medium Level ◽  
Specific Finding ◽  
Theology Students

This study investigated Theology students’ Foreign Language Reading Anxiety (FLRA) and the relationship between their FLRA and their reading achievement. A number of 63 Theology students participated in this quantitative study. A questionnaire developed by Saito et al. (1999) was used in obtaining the data for the study. The study was conducted to fill the void in the literature on the scarcity of empirical research on FLRA in the Indonesian English for Specific Purpose (ESP) context, especially among Theology students who were required to read a lot of English text and thus were very likely susceptible to experience reading anxiety. The study found that in general, the students experienced a medium level of FLRA. Low self-perceived reading competence and the unfamiliar topic of reading passages were reported to be attributed to higher FLRA levels whilst the formation of reading habits, reading exposure, and reading strategies were believed to reduce reading anxiety. This study further found a statistically significant negative correlation between the students’ FLRA and their reading achievement, albeit the strength being weak. This finding suggested that students’ FLRA could be a factor hampering learning. The present study’s specific finding on the possible positive impacts of reading strategies and the duration of reading exposure may indicate the urgency to incorporate these two aspects in the instructional design of English reading classes. Based on the findings, contributions, limitations, and suggested future studies were formulated.

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