Foreign language reading anxiety: Chinese as a foreign language in the United States

Ai-ping, Zhao; Guo, Ying; Dynia, Jaclyn M.

doi:10.1111/j.1540-4781.2013.12032.x

Cited by 132 publications

(191 citation statements)

References 45 publications

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“…Even though, the second item was misunderstood in the scale which basically reflects unfamiliar culture in which it was thought. It appears that the first item covers the large percentage compared to the second which confirms the claim of Zhao (2009) that worrying about reading effect could be a source of foreign language reading anxiety.…”

Section: ) Worry About Reading Effectssupporting

confidence: 67%

“…In a different context, Zhao (2009) found an unfamiliar topic as a source of foreign language reading anxiety. The researcher utilized FLRAS to explore the foreign language reading anxiety level among 125 English students who were learning the Chinese language in the United States.…”

Section: Unfamiliar Topicmentioning

confidence: 99%

“…In the case of Chinese learners, Zhao (2009) found reading Chinese as a foreign language is anxiety provoking to most of the students. Approximately, 43% of 125 sample enrolled in the Chinese course agree or strongly agree on a one FLRAS item which stated, "I'm not sure whether I understand what I am reading in Chinese."…”

Section: Worry About Reading Effectsmentioning

confidence: 99%

“…In Zhao (2009) Responses of the participants to the item (5) of FLRAS which stated, "I am nervous when I am reading a passage in Chinese when I am not familiar with the topic" was high. 44% of the participants agreed or strongly agreed with the item.…”

Section: ) Unfamiliar Topicmentioning

confidence: 99%

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The Potential Sources of Foreign Language Reading Anxiety in a Jordanian EFL Context: A Theoretical Framework

Ahmad¹,

Al-Shboul²,

Nordin³

et al. 2013

ELT

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The last decade has witnessed an increasing research trend on foreign language reading anxiety as a skill related to but distinct from foreign language anxiety. However, sources of foreign language reading anxiety have rarely been investigated. Thus, the current study responds to the study by (Saito, Horwitz, & Garza, 1999) and extends the work of (Al-Shboul, Ahmad, Nordin, & Rahman, 2013b) in this specific area to propose a theoretical framework that represents the sources of foreign language reading anxiety and to measure the extent of those sources in the Jordanian EFL context. A cross-sectional survey of 1500 undergraduate students who were taking Basic English courses was administered. A total of 1006 questionnaires were valid for analysis. However, only 408 questionnaires were randomly chosen according to the criteria of quota sampling techniques. The proposed theoretical framework was tested to measure the prevalence of the sources of foreign language reading anxiety to reveal that there were two aspects of foreign language reading anxiety: personal factors and text features. Under the concept of personal factors, there were two main sources of foreign language reading anxiety; afraid of making errors and worry about reading effects. On the other hand, there were three main sources of foreign language reading anxiety under the concept of text features; unknown vocabulary, unfamiliar topic, and unfamiliar culture. Implications to the study and recommendations for further research were considered.

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Section: ) Worry About Reading Effectssupporting

confidence: 67%

Section: Unfamiliar Topicmentioning

confidence: 99%

Section: Worry About Reading Effectsmentioning

confidence: 99%

Section: ) Unfamiliar Topicmentioning

confidence: 99%

See 2 more Smart Citations

The Potential Sources of Foreign Language Reading Anxiety in a Jordanian EFL Context: A Theoretical Framework

Ahmad¹,

Al-Shboul²,

Nordin³

et al. 2013

ELT

View full text Add to dashboard Cite

show abstract

“…Melanlıoğlu'na (2014a) göre öğrencilere okuma alışkanlığı kazandırılmak isteniyorsa öncelikle okumaya ilişkin kaygısının ortadan kaldırılması gerekmektedir ki bu kaygı türü beraberinde tutum ve alışkanlıkları da etkilemektedir (Balcı, 2009). Okumaya ilişkin tutumu ve okuma alışkanlığının oluşumunu etkileyen okuma kaygısıyla ilgili araştırmalar sınırlı düzeyde olup bu araştırmalar daha çok ikinci dil öğretiminde okuma kaygısı üzerine yoğunlaşmaktadır (Brantmeier, 2005;Çeliktürk ve Yamaç, 2015;Melanlıoğlu, 2014aMelanlıoğlu, , 2014bMohammadpur ve Ghafournia, 2015;Saito vd., 1999;Sellers, 2000;Shi ve Liu, 2006;Young, 1986;Zhao, 2009). …”

Section: Değişkenler Arası Kavramsal İlişkiunclassified

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

Baki

2017

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Foreign Language Anxiety: Understanding Its Status and Insiders' Awareness and Attitudes

2012

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Foreign language anxiety (FLA) has been found to exist in all of the cultures where it has been studied, yet the literature provides limited empirical evidence to indicate whether foreign language students and teachers, as the direct stakeholders in the phenomenon, are aware of it. This study investigated the extent to which foreign language students and teachers are aware of the existence of the phenomenon of FLA and their attitudes towards it. Some 419 non‐English‐major students, who were undertaking various majors in a university in Vietnam, and eight teachers of English as a foreign language participated in the study. Methodological triangulation, which involved collecting data using questionnaires, interviews, and student autobiographies, was adopted. The findings indicate that approximately two thirds of the students suffered from FLA to some degree, yet the teachers did not attribute adequate importance to it. The study suggests that FLA has an impact on the majority of students and that teachers should take this into account in their teaching.

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Foreign language reading anxiety: Chinese as a foreign language in the United States

Cited by 132 publications

References 45 publications

The Potential Sources of Foreign Language Reading Anxiety in a Jordanian EFL Context: A Theoretical Framework

The Potential Sources of Foreign Language Reading Anxiety in a Jordanian EFL Context: A Theoretical Framework

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

Foreign Language Anxiety: Understanding Its Status and Insiders' Awareness and Attitudes

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