Investigation of Students’ Reading Anxiety with Regards to Some Variables

Kılınç, Hasan Hüseyin; Yenen, Emin Tamer

doi:10.5430/ijhe.v5n1p111

Cited by 6 publications

(6 citation statements)

References 5 publications

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“…As anxiety is linked to speaking skills, recent research has found that ESL learners face anxiety related to reading, leading to poor reading performance and contributing contrast result to speaking (Song, 2018). The anxiety contributor with relation to reading skill has drawn researchers' attention to unravel the effect of reading anxiety on EFL learners (Sari & Sumatra, 2017;Aisyah, 2017;Muhlis, 2017;Zarei & Ghoushchi, 2018) and also on ESL learners (Kiya, 2015;Kilinc & Yenen, 2015;Mei & Michelle, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In another research done by Kiya (2015) on Iranian University students reflected a positive relationship between EFL classroom and reading anxiety. Kilinc and Yenen (2015) investigated the level of reading anxiety based on Melanlioglu's (2014) 5 Likert reading anxiety scale consist of four sub-dimensions which are planning of reading process, factors supporting reading, reading comprehension and analysis found that the respondents "sometimes" face anxiety in reading comprehension and analysis and found to "rarely" have any anxiety in the area of planning of reading and factors supporting reading. However, research was done by Mei and Michelle (2014) exploring the relationship between reading anxiety and reading performance among Chinese learners learning English as a second language, it was found that there is a negative relation between L1 and L2 reading performance and reading anxiety.…”

Section: Literature Reviewmentioning

confidence: 99%

“…As reading anxiety affects ESL learners reading performance and causes personal phobia as they read, some may experience anxiety at a minimum level when others at an intense level (Kilinc & Yenen, 2015). Researches on reading strategies have been carried out in the light of this issue.…”

Section: Literature Reviewmentioning

confidence: 99%

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

Petrus¹,

Shah²

2020

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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.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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

Petrus¹,

Shah²

2020

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“…Moreover, the study of Zhou (2017) investigated reading anxiety among learners of Chinese students in the US, and the findings showed that the major sources of reading anxiety are comprehension worries, unknown pronunciation, unfamiliar topics, and uncomfortability to read aloud. Kilinc and Yenen (2016) among middle school in Turkey showed that that students' reading anxiety increased as they moved from one class to another. Recently, Al-Sohbani (2018) investigated reading anxiety among Yemeni secondary school students.…”

Section: Literature Reviewmentioning

confidence: 99%

Investigating Foreign Language Reading Anxiety Among Yemeni International Students in Malaysian Universities

Razak¹,

Yassin²,

Moqbel³

2019

IJEL

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The study aimed at identifying the level and sources of foreign language reading anxiety among Yemeni students in Malaysian universities. Besides, it aimed at finding out whether there are statistically significant differences in the means of responses of Yemeni students in Malaysian universities according to the variable ‘Level of study’ (Bachelor’s, Master’s and PhD). The study is quantitative as it used Foreign Language Reading Anxiety Scale (FLRAS) to answer the study questions. FLRAS was distributed to general groups of Yemeni students in Malaysia in the form of an online survey. The number of participants who responded to the survey is 100 Yemen students who are preparing their bachelor’s, master’s and PhD degrees in different majors in Malaysia. The results of the study showed that the level of foreign language reading anxiety among Yemeni students in Malaysian universities is of moderate level across the three groups. More importantly, the result of the analysis showed that there are no statistically significant differences in the means of responses of Yemeni students in Malaysian universities according to the variable ‘Level of study’ (Bachelor’s, Master’s and PhD). The findings of the study highlighted an important point in the investigation of foreign language reading anxiety which is the environment. Thus, studies on intercultural learning stated that the host culture is a source of learning anxiety; however, the moderate level of reading anxiety across the three groups in this study might be attributed to the fact that the medium of instruction and reading materials in Malaysian universities are in English language. Therefore, this finding makes a crystal-clear difference between reading anxiety and general intercultural learning anxiety in the host cultures where English is the medium of instruction. Students, instructors and researchers in this area might benefit from the findings of this study.

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“…Results speci ed both Foreign Language Reading Anxiety Scale (FLRAS) and Foreign Language Reading Strategy Use Scale (FLRSUS) had important subcomponents also, more than half of the students commonly did not feel anxious when reading English, and were con dent in and pleased with their English reading pro ciency. Also, Kilinc and Yenen (2016) regulate students' outlooks on reading anxiety with regards to variables of gender and grade levels of the students and socioeconomic level of the schools. The results of the study point out that students sometimes had anxiety in reading comprehension and analysis sub-dimensions, whereas they hardly ever had anxiety in the sub-dimensions of planning reading process and factors supporting reading.…”

Section: Foreign Language Reading Anxiety (Flra)mentioning

confidence: 99%

The Effect of Jigsaw Technique on Iranian Intermediate Learners’ Reading Anxiety

Bijani

Hashempour

2021

Preprint

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Student anxiety is a considered as an impediment in learning development and in particular language acquisition. Anxious students generally refuse to take part in group and pair-work activities. Accordingly, their passive behavior is a shortcoming to pedagogical cooperation and development. The present study investigated the effect of Jigsaw Technique on reading anxiety of English as a Foreign Language) EFL intermediate Iranian learners. To this end, among 157 participants 60 intermediate learners were chosen randomly based on the Oxford Quick Placement Test (OQPT) and were instructed by the employment of Jigsaw Technique. The results of the EFL Reading Anxiety Inventory (EFLRAI) questionnaire indicated that the learners’ reading anxiety considerably decreased after the treatment. Moreover, the results revealed that the employment of Jigsaw Technique were more effective than before the treatment. The findings of the study proved the usefulness of Jigsaw Technique in promoting learners’ cooperative learning, their self-confidence, as well as reducing their anxiety and creating a stress-free environment. The findings of the study have great contribution in creating pedagogical materials for learners as they can facilitate instruction and maximize comprehension accordingly.

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Investigation of Students’ Reading Anxiety with Regards to Some Variables

Cited by 6 publications

References 5 publications

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

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

Investigating Foreign Language Reading Anxiety Among Yemeni International Students in Malaysian Universities

The Effect of Jigsaw Technique on Iranian Intermediate Learners’ Reading Anxiety

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