An Exploration Into Factors Associated With Reading Anxiety Among Taiwanese Efl Learners

Tsai, Yea-Ru; Lee, Chun-Yen

doi:10.15639/teflinjournal.v29i1/129-148

Cited by 19 publications

(14 citation statements)

References 25 publications

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“…In her later study using a path analysis, Lien (2016) found that 372 Taiwanese college students' EFL reading anxiety had a negative effect on their metacognitive strategy use, with a few other variables such as self-perceived English proficiency and satisfaction over their proficiency. In addition, the study by Tsai and Lee (2018) also produced similar results with 202 Taiwanese university students responding to the FLRAS and the SORS. Using strategy use as a predictor variable, they found that students' employment of such strategies had a negative influence on reading anxiety.…”

Section: Reading Strategy Use and Reading Orientationsupporting

confidence: 55%

“…Language anxiety has been researched widely over four decades since the first leading studies (e.g., Chastain, 1975;Scovel, 1978) and related studies have offered information as to what individuals bring to the process of learning a target language and how they are involved in it. Compared to language learning anxiety, reading anxiety has only gained attention relatively recently and has been researched to examine its predictive power in reading performance and its impact on reading processes (Lien, 2011;Sellers, 2000;Shi & Liu, 2006;Tsai & Lee, 2018;Zhao et al, 2013). Sellers (2000) argues that successful reading, with the aim of adequate comprehension, requires a great deal of cognitive endeavors, such as orchestrating attention, memory, or problem-solving processes.…”

Section: Introductionmentioning

confidence: 99%

“…It is not surprising, then, that reading anxiety affects some cognitive processes, such as readers' strategy use or an orientation to reading, which are required for effective and successful comprehension. A few studies provide some important findings about the relationships between anxiety and strategy use (Lien, 2011(Lien, , 2016Tsai & Lee, 2018); however, the results of these studies still seem cursory and appear to fall short of forming a comprehensive view of the impact of reading anxiety. In other words, such information needs to be explored further and a more systematic approach needs to be adopted.…”

Section: Introductionmentioning

confidence: 99%

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

Kim

2021

10.14746/ssllt

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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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Section: Reading Strategy Use and Reading Orientationsupporting

confidence: 55%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Kim

2021

10.14746/ssllt

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“…For example, some scholars have found that male learners’ FLA is higher than that of female learners ( Lu and Liu, 2015 ), some believe that female learners’ FLA is higher than that of male learners ( Elkhafaifi, 2005 ), and some have pointed out that gender is not significantly correlated to FLA ( Shi and Fan, 2013 ). A few studies have found that the subject background of FLL is significantly correlated with FLA level: compared with FLL majoring in humanities, learners specializing in natural sciences have a higher level of FLA ( Wang T., 2014 ), while some researchers hold the opinion that there is no significant correlation between learners’ subject background and their FLA ( Tsai and Lee, 2018 ).…”

Section: Foreign Language Learners’ Negative Emotionsmentioning

confidence: 99%

A Review of Foreign Language Learners’ Emotions

2022

Front. Psychol.

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In the past half century, the research on emotions of foreign language learners (FLL) has shifted the focus from an exclusive analysis of negative emotions to a more holistic study of both negative emotions and positive emotions, and currently to mediators of multiple emotions. Of the FLL’s negative emotions, foreign language anxiety (FLA) attracts the most attention. Researchers have widely discussed the relationship between FLA and foreign language achievement, the influencing factors of FLA, the dynamicity of FLA as well as regulation and intervention strategies of FLA. Foreign language enjoyment (FLE) is the most heavily studied research subject on FLL’s positive emotions. Researchers generally focus on the influencing factors of FLE, the dynamicity of FLE and the relationship between FLE and FLA. With the implementation of holistic education, emotional intelligence (EI), a mediator of multiple emotions of FLL, has been becoming a newly hot topic in the field of FLL’s emotions. By reviewing the previous studies, this paper proposes that the future research on FLL emotion needs to expand the research perspectives, enrich the research topics, and innovate the research methods.

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“…In this regard, the teachers should provide opportunities to students to improve their speaking abilities in friendly atmospheres so that the students would feel relaxed to speak out loud as well as organize activities that truly promote the use of students' everyday conversation (Yamsri et al, 2020). The anxiety of making mistakes also affected the students' reading abilities (Al Farug, 2019;Tsai & Lee, 2018). For example, Al Farug (2019) found that the material features, namely unfamiliar words and culture along with the personal factors of making mistakes were the two significant causes of students' anxiety.…”

Section: What Are the Teachers' Perceptions Towards The Non-formal Ed...mentioning

confidence: 99%

Scrutinizing Problems and Needs of Non-Formal Education Students on English Communication Skills

Thuratham

2022

JEI

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To have necessary and ready skills for careers in the 21st century, students should be given awareness of the importance of English, not only in formal but also non-formal and informal education. However, students still lack English abilities, and their English communication skills are still in need of development. Thus, this study aims to analyse the non-formal education students’ problems and needs for improving their English communication skills. The participants in this study are students from the Offices of Non-Formal and Informal Education in the eastern economic corridor (EEC), Thailand. To obtain the data, research instruments, including questionnaire and semi-structured interview were employed in the study. Then, the data were analyzed statistically by using the SPSS program to find percentage, mean and standard deviation, and the content analysis was used to analyze the qualitative data collected from the instruments employed in this study. The findings from this study demonstrated that the students had moderate problems with English communication skills. The students required “conversation in daily life” activities to develop their listening and speaking skills the most and “letter or e-mail” activities to develop their reading and writing abilities the most. Additionally, the results from semi-structured interview, yielded the teachers’ perceptions of the students’ English communication skills in various aspects. As a result, this study would provide pathways for teachers to find effective teaching methods and activities to eliminate the students’ problems and thoroughly fulfil their needs on English communication skills.

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An Exploration Into Factors Associated With Reading Anxiety Among Taiwanese Efl Learners

Cited by 19 publications

References 25 publications

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

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

A Review of Foreign Language Learners’ Emotions

Scrutinizing Problems and Needs of Non-Formal Education Students on English Communication Skills

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