Approximate replication of Matsuda and Gobel (2004) for psychometric validation of the Foreign Language Reading Anxiety Scale

2019 ◽  
pp. 1-17
Author(s):  
Akira Hamada ◽  
Shuichi Takaki
Keyword(s):  
Foreign Language ◽  
Factor Model ◽  
Strong Association ◽  
Reading Proficiency ◽  
Anxiety Scale ◽  
Psychometric Validation ◽  
Language Performance ◽  
Classroom Performance ◽  
Foreign Language Reading ◽  
Reading Anxiety

AbstractThis paper reports an approximate replication of Matsuda and Gobel (2004) for the psychometric validation of the Foreign Language Reading Anxiety Scale (FLRAS). Their study examined the structural aspects of the FLRAS developed by Saito, Horwitz, and Garza (1999). The results showed that the FLRAS measured three different subcomponents of foreign language reading anxiety; none of the factors predicted foreign language performance in content-based and four-skill classes. The present study aimed to reconfirm the psychometric validity of the FLRAS because it has been widely employed to make foreign language reading anxiety researchable. Our study retained the same methodology, with the exception of the measurements of classroom performance and reading proficiency. Matsuda and Gobel's conclusions were reproduced by showing a weak relationship between classroom performance and foreign language reading anxiety measured by the three-factor model of the FLRAS. However, this study newly demonstrated a strong association of reading-anxiety subcomponents with learners' reading proficiency. The administration, scoring, and interpretation methods of the FLRAS were reconsidered based on the replicated results.

Foreign Language Reading Anxiety Scale--Persian Version

2014 ◽  
Author(s):  
Purya Baghaei ◽  
Christine Hohensinn ◽  
Klaus D. Kubinger
Keyword(s):  
Foreign Language ◽  
Anxiety Scale ◽  
Persian Version ◽  
Foreign Language Reading ◽  
Reading Anxiety

Persian Adaptation of Foreign Language Reading Anxiety Scale: A Psychometric Analysis

2014 ◽  
Vol 114 (2) ◽  
pp. 315-325 ◽  
Author(s):  
Purya Baghaei ◽  
Christine Hohensinn ◽  
Klaus D. Kubinger
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Rasch Model ◽  
Anxiety Scale ◽  
Partial Credit Model ◽  
Partial Credit ◽  
The Third ◽  
Foreign Language Reading ◽  
Reading Anxiety ◽  
Components Analysis

The validity and psychometric properties of a new Persian adaptation of the Foreign Language Reading Anxiety Scale were investigated. The scale was translated into Persian and administered to 160 undergraduate students (131 women, 29 men; M age = 23.4 yr., SD=4.3). Rasch model analysis on the scale's original 20 items revealed that the data do not fit the partial credit model. Principal components analysis identified three factors: one related to feelings of anxiety about reading, the second reflected the reverse-worded items, and the third related to general ideas about reading in a foreign language. In a re-analysis, the 12 items that loaded on the first factor showed a good fit with the partial credit model.

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 An investigation of Chinese university EFL learner’s foreign language reading anxiety, reading strategy use and reading comprehension performance

2015 ◽  
Vol 5 (1) ◽  
pp. 65-85 ◽  
Author(s):  
Zhongshe Lu ◽  
Meihua Liu
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Interactive Effect ◽  
Reading Proficiency ◽  
Reading Strategy ◽  
Strategy Use ◽  
General Anxiety ◽  
English Reading ◽  
Foreign Language Reading ◽  
Reading Anxiety

The present study explored the interrelations between foreign language (FL) reading anxiety, FL reading strategy use and their interactive effect on FL reading comprehension performance at the tertiary level in China. Analyses of the survey data collected from 1702 university students yielded the following results: (a) Both Foreign Language Reading Anxiety Scale (FLRAS) and Foreign Language Reading Strategy Use Scale (FLRSUS) had important subcomponents, (b) more than half of the students generally did not feel anxious when reading English, and were confident in and satisfied with their English reading proficiency. Meanwhile, (c) more than half of them moderately used different types of reading strategies such as planning, checking and confirming, predicting and assessing, when reading English, (d) compared with their female peers, male students felt significantly more anxious when facing reading activities, less satisfied with their English reading proficiency, and used specific analyzing and planning strategies significantly less often during a reading activity, (e) FLRAS was significantly inversely related to FLRSUS, and both were significantly correlated with the students’ FL reading comprehension performance, and (f) FLRAS (overall FL reading anxiety), FLRAS1 (general anxiety about FL reading), and FLRSUS2 (predicting strategies) were good predictors of FL reading comprehension performance. Based on the findings, some implications are discussed.

Unidimensionality of the Chinese Version of the Foreign Language Reading Anxiety Scale

2002 ◽  
Vol 95 (3) ◽  
pp. 927-933 ◽  
Author(s):  
Tsung-Yuan Hsiao
Keyword(s):  
College Students ◽  
Foreign Language ◽  
Language Proficiency ◽  
Anxiety Scale ◽  
Chinese Version ◽  
Target Language ◽  
Likelihood Method ◽  
Topic Familiarity ◽  
Foreign Language Reading ◽  
Reading Anxiety

Previous research showed the Foreign Language Reading Anxiety Scale is reliable and valid for assessing reading anxiety in groups of American college students beginning study of French, Japanese, or Russian. Because Saito, Horwitz, and Garza (1999) reported that reading anxiety tends to vary with the target language, the present investigation examined the factorial validity of the Chinese version of the scale in college students of English as a foreign language in Taiwan. Confirmatory factor analysis with maximum likelihood method supports the unidimensionality of the scale, which is reliable and valid for eliciting reading anxiety of Chinese college foreign language learners and for predicting their global language performance. This study suggests exploring how language proficiency, culture, and topic familiarity may be related to such anxiety.

Foreign Language Reading Anxiety Scale

1999 ◽  
Author(s):  
Yoshiko Saito ◽  
Thomas J. Garza ◽  
Elaine K. Horwitz
Keyword(s):  
Foreign Language ◽  
Anxiety Scale ◽  
Foreign Language Reading ◽  
Reading Anxiety

L2 anxiety and the foreign language reading anxiety scale: Listening to the evidence

2018 ◽  
Vol 51 (4) ◽  
pp. 738-762 ◽  
Author(s):  
Richard L. Sparks ◽  
Jon Patton ◽  
Julie Luebbers
Keyword(s):  
Foreign Language ◽  
Anxiety Scale ◽  
Foreign Language Reading ◽  
Reading Anxiety

scholarly journals Investigating the relationship between the foreign language reading anxiety and reading proficiency: a case study of preparatory year students at the University of Jeddah

2020 ◽  
Vol 13 (32) ◽  
pp. 1-15
Author(s):  
Saleh Mohammad Ali Alqahtani
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Reading Ability ◽  
Negative Relationship ◽  
Reading Proficiency ◽  
Foreign Language Reading ◽  
Reading Anxiety ◽  
Depth Analysis ◽  
Preparatory Year ◽  
The University

This study is an in-depth analysis on the association between the anxiety experienced known as Foreign Language Reading Anxiety (FLRA) and the proficiency in reading exhibited by the preparatory year students. The Saudi learners from the science and arts stream and the gender were also considered as the moderator variables for this study. A mixed group of 84 students from both the genders of the preparatory year studying English at the Institution of Languages from the University of Jeddah were considered as the variables for this research. The participants were measured on as 20-item Likert-style Foreign Language Reading Anxiety Scale and examined by undergoing a 20-item proficiency test in reading a comprehension and a demographic questionnaire. The data was analyzed by applying The Pearson product moment correlation, t-Test, and descriptive analysis. The results indicated that the anxiety level while reading had varied values from moderate to high most of the respondents in the test were found to be in the moderate anxiety group. In addition, a notable negative relationship was found to be existing between the FLRA and the reading proficiency. The association existing between the foreign language reading anxiety and the group field was identified in this study. Analyzing the concept considering the gender, the female students were identified to experience more anxiety compared to the male students involved in the study. The findings of this study are advantageous to the language teachers and the curriculum planners too. It enables them to decrease the deteriorating and weakening factors in the classroom and thereby improve the reading ability of the language learners’.  Reducing the reading anxiety amongst the learners can be achieved by exposing the language learners to understandable reading texts and familiarize them with cultural texts. This in turn develops the learners’ self-confidence and motivates them to be better readers.

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