scholarly journals Test Anxiety and Foreign Language Reading Anxiety in a Reading-Proficiency Test

2012 ◽  
Vol 8 (1) ◽  
pp. 95-103 ◽  
Author(s):  
Tsai
Keyword(s):  
Foreign Language ◽  
Test Anxiety ◽  
Proficiency Test ◽  
Reading Proficiency ◽  
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.

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.

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

英語學習自我效能，閱讀焦慮，與閱讀能力：以非英語系主修的EFL學生為例

2021 ◽  
Vol 26 (26) ◽  
pp. 069-092
Author(s):  
楊逸君 楊逸君 ◽  
吳昱嫺 吳昱嫺
Keyword(s):  
Self Efficacy ◽  
Reading Proficiency ◽  
Language Teachers ◽  
English Learning ◽  
Efl Learners ◽  
Affective Factors ◽  
Foreign Language Reading ◽  
Reading Anxiety ◽  
English Major ◽  
The Relationship

<p>這項研究主要調查台灣非英語系主修的大學生英語閱讀焦慮，英語自我效能以及閱讀能力等三者之間的關係。本研究對象為209名非英語系的大三學生。此次研究採用兩份問卷，外語閱讀焦慮問卷和英語學習自我效能問卷，以及多益閱讀測驗來了解這三項變數之間的關係。研究者在兩份問卷各加入開放式問題，以了解學習者對自身英語學習自我效能和英語閱讀焦慮的認知。結果顯示，學生英語學習自我效能與閱讀能力之間的關係呈正相關，但與英語閱讀焦慮之間則是負相關。另外，學生英語閱讀自我效能和英語學習自我效能呈現高度相關。然而，英語閱讀焦慮與不同程度的閱讀能力並無任何關聯。就閱讀焦慮的因素而言，大多數學生在閱讀陌生的詞彙和句子結構時都會經歷閱讀焦慮。學生英語學習自我效能越高者，在閱讀理解上的表現則愈佳。而閱讀能力在中間的學生，其英語學習自我效能和閱讀焦慮則呈現顯著差異的負相關。總而言之，這項研究增加對於非英語系主修學生在英語學習自我效能以及閱讀焦慮認知上的了解，以及這些因素在英語閱讀能力上產生的影響，同時提供語言教師非英語系主修學生的閱讀焦慮來源。教學建議則提供教師未來於課堂參考，以有效提升學生的英語學習自我效能及降低閱讀焦慮。</p> <p>&nbsp;</p><p>EFL learners’ reading performances can be greatly influenced by affective factors, such as anxiety and self-efficacy. This study investigates the effects of non-English major EFL learners’ reading anxiety and overall-English-learning self-efficacy on their reading proficiency. 209 non-English majors participated in the study. Two questionnaires, the Foreign Language Reading Anxiety Scale and the Questionnaire of English Self-Efficacy, and a TOEIC reading subtest were utilized to examine the relationship between the three variables. Open-ended questions at the end of two questionnaires were added to obtain learners’ perceptions of overall-English-learning self-efficacy and reading anxiety. Results showed that the relationship between overall-English-learning self-efficacy, reading self-efficacy, and reading proficiency was positive respectively whereas that between overall-English-learning self-efficacy and anxiety was negative, particularly for the students in the middle group. Reading anxiety, however, was not correlated with reading proficiency at different levels. Students had the highest level of reading self-efficacy when comparing to the self-efficacy of other language skills. They mostly experienced reading anxiety when reading unfamiliar vocabulary and sentence structures. To conclude, this study can be of importance in understanding the relationship between the three factors and provide language teachers with non-English major students’ sources of reading anxiety. Pedagogical implications are provided for language teachers’ future references.</p> <p>&nbsp;</p>

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

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