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.

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

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.

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 Effects of Reading Strategy and Dictionary Instruction in an Undergraduate Foreign Language Reading Comprehension Group

Folios ◽  
2019 ◽  
pp. 127-138
Author(s):  
Sergio Alonso Lopera Medina
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Undergraduate Students ◽  
Reading Strategy ◽  
Test Field ◽  
Positive Effects ◽  
Foreign Language Reading ◽  
Negative Effect ◽  
Field Notes ◽  
Dictionary Use

This article reports the effects of the integration of dictionary use and the reading strategy approach in a foreign language reading comprehension course. A case study was used as a research method, and three instruments helped gather data: a reading comprehension test, field notes, and an interview. Fifteen undergraduate students from a public university in Medellin, Colombia, participated in the study. Improvement in reading, metacognitive awareness, and selective use of dictionary were found as part of positive effects. In contrast, tiredness appears to be as the negative effect. Conclusions suggest that both the reading strategy approach and the selective use of dictionary are a good combination to integrate into a foreign language reading course.

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

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

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