A Longitudinal Study of Foreign Language Reading Anxiety and Its Predicting Effects on Chinese University Students’ Reading English Performance

Liu, Meihua; Dong, Lianqi

doi:10.1007/s40299-022-00694-x

Cited by 5 publications

(6 citation statements)

References 28 publications

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“…Ghaith (2020) reported that L2 reading anxiety negatively impacted Arabic-speaking university EFL learners' comprehension of text but also mediated their use of reading strategies. Liu and Dong (2022) found that Chinese university students' scores on the FLRAS were negatively and significantly correlated with their English reading achievement over three time points during an 18-week course. In a study with Arabic-speaking university students, Bensalem (2020) found that the students' self-perceived English achievement combined with their experience abroad and knowledge of a third language played a strong and significant role in predicting IDs their reading anxiety measured by the FLRAS.…”

Section: Research With the Flrasmentioning

confidence: 90%

Language anxiety does not affect the growth of L2 reading achievement: The latent growth curve model approach

Sparks,

Alamer

2024

Applied Psycholinguistics

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Second language (L2) anxiety has been proposed to play a causal role in L2 achievement. However, most studies have failed to acknowledge confounding variables that may be relevant to the study of anxiety and L2 achievement or to investigate the causal effect of L2 anxiety using longitudinal data. For these reasons, we investigated the effect of L1 reading achievement, L2 aptitude, and L2 anxiety as covariates on the growth of L2 reading achievement across three time points. We used the latent growth curve model (LGCM) to estimate the growth trajectory of US secondary school students’ L2 reading growth in Spanish (N = 307) over three school years. The findings showed that students’ L1 reading achievement and L2 aptitude strongly and significantly predicted L2 reading achievement growth. However, L2 anxiety did not predict L2 reading achievement growth. Findings suggest that growth in L2 reading achievement depends on the language-related skills used for L1 reading and the language skills that comprise L2 aptitude, but not on anxiety. Similar to past cross-sectional studies, L2 anxiety related only to initial levels of L2 reading achievement, suggesting that anxiety reflects students’ initial experience of L2 reading but not their L2 achievement.

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Section: Research With the Flrasmentioning

confidence: 90%

Language anxiety does not affect the growth of L2 reading achievement: The latent growth curve model approach

Sparks,

Alamer

2024

Applied Psycholinguistics

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“…In conclusion, the impacts of foreign language learning anxiety among Chinese university students are extensive, influencing their academic performance, attitude towards language learning, social interactions, psychological health, and professional development [21]. Understanding and addressing these impacts is crucial for educators and policymakers to foster a more supportive learning environment, ultimately enhancing the quality and effectiveness of foreign language education in China.…”

Section: Impacts Of Foreign Language Learning Anxiety On Chinese Univ...mentioning

confidence: 99%

Study on the Causes and Effects of Foreign Language Learning Anxiety among Chinese College Students

Su,

Chu

2024

TSSEHR

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This study delves into the causes and impacts of foreign language learning anxiety among Chinese university students, a topic of significant relevance in the context of China's increasingly globalized educational landscape. Recognizing the crucial role of language proficiency in both academic and professional arenas, this research aims to unravel the multifaceted nature of anxiety experienced by students in learning foreign languages, particularly focusing on the Chinese higher education environment. The research identifies several key factors contributing to language learning anxiety. High-stakes testing culture, traditional pedagogical approaches focusing on rote memorization, and societal emphasis on academic perfection emerge as primary contributors. These elements, coupled with limited opportunities for practical language application, create an environment where anxiety can thrive. The study also notes the influence of personal factors such as students' self-perceptions and previous language learning experiences on their anxiety levels. In terms of impact, the study finds that language learning anxiety significantly hampers students' academic performance, particularly in language proficiency and participation in language classes. Moreover, it extends beyond academic ramifications, affecting students' motivation, attitude towards language learning, and overall psychological well-being. The anxiety experienced in the classroom can lead to broader issues of social withdrawal and diminished self-confidence, with potential long-term implications for students' professional development and global competency. The study's findings underscore the need for educational reforms and the introduction of teaching methods that emphasize interactive learning and communication skills, aimed at reducing anxiety and enhancing language proficiency. The research also highlights the importance of psychological support for students, suggesting that addressing emotional and psychological factors is as crucial as improving pedagogical strategies in foreign language education. In conclusion, this study provides a comprehensive understanding of the causes and impacts of foreign language learning anxiety among Chinese university students. It offers insights for educators, policymakers, and mental health professionals, suggesting a holistic approach to language education that addresses both the academic and emotional needs of students, thereby enhancing the overall quality of language learning experiences in China.

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“…Lu and Liu, M. (2015) derived a 29-item FLRAS from the 20-item FLRAS (Saito et al 1999), via which they discovered that more than half of the investigated reported little anxiety which differs from the finding of Miao and Vibulphol (2021) who employed an adapted version of English as a Foreign Language Reading Anxiety Inventory (EFLRAI) developed by Zoghi (2012) and identified a general moderate level of FLRA among subjects. Alongside this, a longitudinal study investigated the predictive effects of FLRA on students' English reading performance, shedding light on the long-term adverse implications of FLRA on reading performance and the moderately anxious profile of the subjects (Liu, M., & Dong, 2022). As a result, to discover reasons for such differences, more relevant investigations have to be conducted.…”

Section: Foreign Language Reading Anxietymentioning

confidence: 99%

“…Analysis with statistics gleaned from the FLRAS (adapted) indicated that more than half the subjects (78.33%) experienced little FLRA (M=2.57), which was consistent with one of the results of the study presented by Lu and Liu, M. (2015) on 1072 EFL freshmen and sophomores from 5 universities in China with the FLRAS (adapted) (M=2.52). A different outcome was produced by Liu, M., and Dong (2022) with data from 71 freshmen from a university in Beijing as a general moderate level of FLRA in three stages (M1=2.99, M2=3.15, M3=2.87).…”

Section: Profile Of Chinese Senior High Efl Learners' Flramentioning

confidence: 99%

Chinese Senior High EFL Learners’ Foreign Language Reading Anxiety: Profile and Sources

Chen,

Wang

2024

ELT

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In comparison with other skill-specific foreign language anxiety, foreign language reading anxiety (FLRA) was a less-researched realm. The purpose of the study was to investigate the general profile and possible sources of FLRA in the under-explored Chinese senior high EFL students. The 60 participants were from 2 high schools in China. The study employed the “explanatory sequential mixed method design” (Creswell & Plano Clark, 2018). First, the quantitative data were collected via the adapted Foreign Language Reading Anxiety Scale (FLRAS) (Lu & Liu, M., 2015), and analyzed with SPSS. Then, based on participants’ scores on FLRAS (adapted), specific responses, and consent to further interviews, 4 subjects were selected as sources of qualitative data. The conclusions were drawn that (1) more than half the learners (78.33%) were generally exposed to little FLRA (M=2.57); (2) possible FLRA sources could be divided into 4 main categories, with overall 16 subsets: (a) individual factors (reading interest, self-expectation, reading strategy use, background knowledge); (b) textual factors (topic, task type, text length, tested vocabulary, grammar, text structure, rhetoric); (c) instructional factors (teaching method, evaluation); (d) situational factors (teacher-student dynamic, parental anticipation, peer pressure). Despite limitations such as limited sample size and scope, absence of further validation testing, and neglect of examination of background variables, the study purveyed valuable suggestions for language educators to enhance strategies addressing FLRA among Chinese EFL senior high learners. These suggestions included considering the impact of text structure and rhetorical devices on FLRA, prioritizing vocabulary instruction, and implementing anxiety-reducing interventions, e.g. the “flipped classroom model” (Gök et al. 2021). Furthermore, the study emphasized the need for further research on the more representative FLRA profile of Chinese young EFL learners, statistical examination of the relevance of various sources to FLRA, investigation of the relationship between background variables and FLRA among Chinese senior high EFL learners, and exploration of the universality and language-specific nature of different FLRA sources.

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A Longitudinal Study of Foreign Language Reading Anxiety and Its Predicting Effects on Chinese University Students’ Reading English Performance

Cited by 5 publications

References 28 publications

Language anxiety does not affect the growth of L2 reading achievement: The latent growth curve model approach

Language anxiety does not affect the growth of L2 reading achievement: The latent growth curve model approach

Study on the Causes and Effects of Foreign Language Learning Anxiety among Chinese College Students

Chinese Senior High EFL Learners’ Foreign Language Reading Anxiety: Profile and Sources

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