Secondary School Students’ Reading Anxiety in a Second Language

Ismail, Sadiq Abdulwahed Ahmed

doi:10.5539/elt.v8n11p28

Cited by 9 publications

(8 citation statements)

References 28 publications

(40 reference statements)

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“…The variable of branch of study was taken into consideration by some researchers who investigated foreign language reading anxiety. Ismail (2015), which was conducted among secondary school female students in UAE, showed that there is a significant difference in reading anxiety between students of science and students of arts, in favor of science students. He also added that vocabulary and grammatical knowledge are sources of reading anxiety.…”

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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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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“…Similarly, Ahmed Ismail (2015) scrutinized second language reading anxiety of secondary school students. Overall outcomes reveal signi cant dissimilarities among the levels of reading anxiety reported by students relative to their general area of study (viz., science or arts).…”

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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“…Öğrencilerin; okuma esnasında kendilerini ne kadar stres ve baskı altında hissederlerse, okuduğunu anlama performanslarının da o kadar olumsuz olabileceğine dikkat çekmektedir. Ahmed Ismail (2015) ikinci dil olarak İngilizceyi ve ana dili Arapça olan ortaokul öğrencilerinin okuma kaygılarını incelemiştir. Öğrencilerdeki okuma kaygısının altında yatan nedenlerin dil yeterliliğine, dilbilgisi kurallarına ve özellikle de kelime bilgisine dayalı olduğunu belirtmektedir.…”

Section: Araştırma Makalesiunclassified

İki̇ Di̇lli̇ Öğrenci̇leri̇n Okuma Kaygilarinin İncelenmesi̇

Kızıltaş¹

2020

JASSS

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In Turkey, there are bilingual students who are mother tongue is different from the language of education. These students can use their mother tongue freely in their daily lives. On the other hand, when they meet the offical language (Turkish) education in the education process, they often have difficulties. It should be noted that some problems have arisen as a result of the difficulties experienced. We can say that the problems seen in bilingual students are concentrated around reading. In such a situation, anxiety becomes inevitable for bilingual students. The aim of this study; mother tongue education is different from the language of bilingual secondary school 5., 6., 7. and 8. class students read their concerns; gender, grade level, and according to the socioeconomic level variable is to examine whether differentiating differentiation. The criteria from the province of Van, the survey sampling via 315 selected schools bilingual (146, male 179) student. In the study, 'Reading Anxiety Scale' developed by Çeliktürk and Yamaç (2015) was used to determine the reading anxiety of bilingual secondary school students. According to the results of the study, the Cronbach's Alpha coefficient calculated for the whole Reading Anxiety Scale was found to be 0.95. Findings obtained at the end of the study showed that female and male students' reading anxiety levels were similar. It was also concluded that 5th grade students had lower levels of anxiety for reading. In other words, as the grade level increases, the level of reading anxiety increases in bilingual students. In addition, as the socioeconomic level was poor, students' anxiety about reading was high.

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Secondary School Students’ Reading Anxiety in a Second Language

Cited by 9 publications

References 28 publications

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

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

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

İki̇ Di̇lli̇ Öğrenci̇leri̇n Okuma Kaygilarinin İncelenmesi̇

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