scholarly journals Factors Associated with Foreign Language Reading Anxiety in the University Academic Setting

2012 ◽  
Vol 18 (2) ◽  
pp. 27-48 ◽  
Author(s):  
Hyeon-Okh Kim
Keyword(s):  
Foreign Language ◽  
Academic Setting ◽  
Factors Associated ◽  
Foreign Language Reading ◽  
Reading Anxiety ◽  
The University

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.

High School Spanish Students and Foreign Language Reading Anxiety: Déjà vu All Over Again All Over Again

2018 ◽  
Vol 102 (3) ◽  
pp. 533-556 ◽  
Author(s):  
RICHARD L. SPARKS ◽  
JULIE LUEBBERS ◽  
MARTHA CASTAÑEDA ◽  
JON PATTON
Keyword(s):  
High School ◽  
Foreign Language ◽  
Foreign Language Reading ◽  
Reading Anxiety ◽  
Deja Vu ◽  
Déjà Vu

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.

scholarly journals Foreign Language Reading Anxiety Among Indonesian EFL Senior High School Students

2017 ◽  
Vol 1 (1) ◽  
pp. 19 ◽  
Author(s):  
Azhari Muhlis
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Senior High School ◽  
Personal Factors ◽  
School Students ◽  
Foreign Language Reading ◽  
Reading Anxiety ◽  
Text Features ◽  
Potential Factors

This study aims to investigate foreign language reading anxiety among Indonesian EFL Senior High School students. Thirty two students of grade eleven in a senior high school in Bandung were involved as the participants. This study employed a survey research design. The primary data source was collected by two types of questionnaires and the secondary data source was gained by interview. The findings revealed that most of the students perceived anxiety in medium level (71,9%). The study found that there were two major potential factors of foreign language reading anxiety namely text features and personal factors. Under the concept of text features, there are three sources of foreign language reading anxiety including unknown vocabulary, unfamiliar topic, and unfamiliar culture. Unknown vocabulary was considered as the most potential factor of reading anxiety under the aspect of text features (49%). On the other hand, under the concept of personal factors, there are two sources of foreign language reading anxiety including afraid of making errors, and worry about reading effects. Afraid of making error was nominated as the highest potential factor of reading anxiety under the aspect of personal factors (39%). Implication to the study and recommendations for further research were considered. Keywords: Foreign language reading anxiety, potential factors of foreign language reading anxiety

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.

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