The underlying factors of foreign language reading anxiety: Their effects on strategy use and orientation toward reading

Both positive and negative emotions have been the focus of a wealth of language learning research in recent years. This can mostly be attributed to the established links between an individual’s psychological responses, existing and emerging from learning, the learning processes they engage in, and the outcomes they achieve. A look at advanced research on language anxiety, a negative emotion that appears to be strongly involved in learning, has shown that specific information about reading anxiety is comparatively insufficient. This study, therefore, examines the underlying factors of reading anxiety in Korean university students, using the Foreign Language Reading Anxiety Scale. Subsequently, it explores how these anxiety factors are related to strategy use (i.e., metacognitive, cognitive, and support strategies) and orientation toward reading, which demonstrates a reader’s active involvement while reading. Three sub-factors of reading anxiety were found: anxiety experienced during the process of reading English, confidence in reading, and anxiety when reading English characters. Interestingly, confidence or positive emotion was found to be a far more powerful positive contributor to Korean EFL university readers’ use of metacognitive strategies and the degree of orientation to reading than was anxiety experienced while reading. Pedagogical implications are discussed.

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Effects of EFL Individual Learner Variables on Foreign Language Reading Anxiety and Metacognitive Reading Strategy Use

Psychological Reports ◽

10.1177/0033294116659711 ◽

2016 ◽

Vol 119 (1) ◽

pp. 124-135 ◽

Cited By ~ 1

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.

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

Studies in Second Language Learning and Teaching ◽

10.14746/ssllt.2015.5.1.4 ◽

2015 ◽

Vol 5 (1) ◽

pp. 65-85 ◽

Cited By ~ 12

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.

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Changes over time in language learning strategy use by foreign language learners

Southern African Linguistics and Applied Language Studies ◽

10.2989/16073614.2021.1917430 ◽

2021 ◽

Vol 39 (2) ◽

pp. 129-138

Author(s):

Luis Andrés Lancho Perea

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Learners ◽

Learning Strategy ◽

Strategy Use ◽

Foreign Language Learners ◽

Language Learning Strategy ◽

Learning Strategy Use ◽

Changes Over Time ◽

Over Time

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EXTENSIVE READING IN L2 LEARNING: CURRENT TRENDS AND FUTURE POSSIBILITIES

Premise Journal of English Education ◽

10.24127/pj.v7i1.1162 ◽

2020 ◽

Vol 7 (1) ◽

Author(s):

Made Frida Yulia

Keyword(s):

Foreign Language ◽

Language Learning ◽

Foreign Language Learning ◽

Extensive Reading ◽

Efl Learners ◽

Current Trends ◽

Foreign Language Reading ◽

L2 Learners ◽

L2 Learning ◽

Language Exposure

Due to the minimum language exposure that EFL learners have, one recommended way to promote interest in foreign language reading is through Extensive Reading. This kind of reading has gained popularity over the years, ever since it was introduced to the realm of foreign language learning. Extensive Reading has been shown to bring a lot of benefits for L2 learners in many respects, and, consequently, it has been implemented in a variety of contexts. This paper aims at revisiting Extensive Reading along with its pertaining principles. In addition, it attempts to scrutinize a number of recent studies conducted in the area of Extensive Reading to discover current trends and possible areas which are open for further exploration.

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Strategy Instruction and Transfer in the EFL Classroom

Forum for Linguistic Studies ◽

10.18063/fls.v1i1.1086 ◽

2019 ◽

Vol 1 (1) ◽

Author(s):

Robyn L. Najar

Keyword(s):

Foreign Language ◽

Language Learning ◽

Strategy Instruction ◽

Strategy Use ◽

Mixed Design ◽

Language Classroom ◽

Learning Instruction ◽

The Relationship ◽

And Task

This study examines the generalizability of research in the areas of instruction; learning; and transfer of learning to the role these play in the area of the use of strategic competencies in foreign language contexts (FLC). While previous studies have tended towards a focus on learner variables, this study includes the conditions of applicability with a task that can impact learning and transfer as well. The contributions of both variables, learner and task, were investigated through note-taking strategy instruction and transfer, to ascertain the effect on reading comprehension of textual materials in the English as a foreign language (EFL) classroom. Learning was measured as a precursor to transfer. In order to investigate the role of instruction and transfer in the transfer of strategy use, a mixed design using both qualitative and quantitative approaches for design and analysis was used. Findings suggest that the relationship between instruction and transfer as represented by strategy use and task performance is a multidimensional one, and that there are implications for language learning instruction in the foreign language classroom.

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nvestigating the Information Needs of University Students in Foundational Foreign Language Courses

Studies in Self-Access Learning Journal ◽

10.37237/030203 ◽

2012 ◽

pp. 149-162

Author(s):

Glenna Westwood

Keyword(s):

Foreign Language ◽

University Students ◽

Language Learning ◽

Information Needs ◽

Information Resources ◽

Specific Information ◽

Personal Learning ◽

Foreign Language Study ◽

Starting Point ◽

Language Courses

This investigation seeks to address two issues: first, to discover if there is evidence that university students in foundational language courses need information resources to support their language learning and second, if such evidence exists, what the specific information resource needs might be and how important those resources are to students’ language learning. After engaging in a year of foreign language study, the author used the evidence gathered to develop and conduct a survey of the user needs of language students at the Self Access Centre (CAADI) of the University of Guanajuato, Mexico. Results of the survey supported the personal learning experiences of the author. Over 80% of students surveyed reported using the information resources in the CAADI at least once a week with general grammar books, course text books and films being reported as the most important resources. This investigation provides a starting point for research in to the collection development practices of academic libraries supporting the learning of foreign languages. By examining the information needs of one population, evidence has been provided that these students do indeed need information resources to support their language learning. The study suggests specific resource types that could be important for these users.

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Investigating Foreign Language Reading Anxiety among Imam Mohammad Ibn Saud Islamic University and Majma'ah University English Language Major Students

SSRN Electronic Journal ◽

10.2139/ssrn.3294803 ◽

2017 ◽

Author(s):

Aljowharah Khaled Alsaleh

Keyword(s):

Foreign Language ◽

English Language ◽

Foreign Language Reading ◽

Reading Anxiety

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The Influence of L2 English Acquisition of the Request Speech Act on Persian Preschool Children

International Journal of Education and Literacy Studies ◽

10.7575/aiac.ijels.v.6n.4p.25 ◽

2018 ◽

Vol 6 (4) ◽

pp. 25

Author(s):

Firooz Sadighi ◽

Shahrzad Chahardahcherik ◽

Maryam Delfariyan ◽

Fariba Feyzbar

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Production ◽

Speech Act ◽

First Language ◽

Foreign Language Learning ◽

Strategy Use ◽

Instructional Effects ◽

Request Strategies ◽

Learning English

In Iran the age of learning English as a foreign language is decreasing yearly. It is obvious that learning English at a very early age is a most appropriate time to start. The investigation in this study is focused on the speech act of request. Instructional effects of learning request strategies are assessed in preschoolers who received instruction to find out whether the exposure to the foreign language learning enhances the development of request strategy use and brings about changes in their first language strategy use features. The data were collected from 10 preschool Iranian learners of English as a foreign language. The participants of the study took a two-semester speaking course in an academic setting in Iran. The study had a pretest and posttest design in which 10 conversations were used including polite request strategies of English to analyze instructional effects on the learners’ first language after the posttest, by comparing and measuring the backward transfer against the pretest results. The oral task was in the form of role plays which were also utilized for communicative practice with the learners. The data were rated for the extent of a foreign language effect on the first language by experienced tutors and linguistic analyses were done to identify the foreign language components of request strategies features in the first language production. Results showed that frequent use of English request strategy features in the first language was an indication of L2 students’ beneficial experience in their L1.

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