An Investigation on Reading Anxiety Across Gender

Reading anxiety in online classroom among Malaysian university learners: Lessons from pandemic to post pandemic era

“…As for classroom teaching, anxiety can be identified from the fear when they are called to elaborate on ideas, read uninteresting texts and translate an English text into their first language. These two studies by Malaysian researchers such as Noorezam et al (2022) and Adam et al (2022) have extended the literature pioneered by Saito et al (1999;as cited in Dang (2022)) which divide the sources of reading anxiety into two aspects which are text features (that is unknown vocabulary, unfamiliar topics and unfamiliar culture) and personal factors (that is fear of making mistakes and worry about reading effects).…”

“…In relation to the three categories of reading anxiety listed by Noorezam et al (2022) earlier, the research findings by Adam et al (2022) found that females show higher anxiety for both top-down and bottom-up anxiety while males show higher anxiety in classroom teaching. The common symptoms for top-down reading anxiety are worry of unfamiliar text and culturally unfamiliar contents, lack of previous knowledge, inability in recognizing the main and minor ideas in the text, inability in expressing feelings and opinions based on what has been read.…”