Effects of EFL Individual Learner Variables on Foreign Language Reading Anxiety and Metacognitive Reading Strategy Use

Abstract

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.

Fostering Metacognitive Reading Strategies in Thai EFL Classrooms: A Focus on Proficiency

“…This hence affects how learners perceive and manage their anxiety when approaching unfamiliar texts. Therefore, better learning results are promising (Lien, 2016).…”

Development of reading skills and motivation in learning English as a function of young learner`s previous language background: Kazakhstani context

“…Reading in English as a Foreign Language (EFL) Lien (2016), points out that influence of several factors «such as cognitive, sociocultural, language aptitude, age, and affective factors» (p.125) can prevent on achievements of foreign language learning and the learning process in itself. Concluding that low anxiety in reading predicts a better performance in learning foreign language and high anxiety derives low output in learning EFL.…”

Students’ Views on Metacognitive Reading Strategies Instruction

“…Elde edilen bulgular öğrencilerin kendilerinde hem okuma stratejilerine karşı üstbilişsel farkındalık oluştuğunu hem de İngilizce okumaya karşı öz yeterliklerinde artış olduğunu düşündüklerini göstermektedir. Literatür incelendiğinde bu araştırmaya benzer çalışmalar bulunmaktadır (Aydemir ve Karaman, 2017;Bandura, 1989;Baddareen, Gaith ve Akour, 2015;Çubukçu, 2008;Çubukçu, 2009;Ghonsooly, Khajav ve Mahjoobi, 2014;Hoseinzadeh, ve Shoghi, 2013;Huang ve Newbern, 2012;Kanmaz, 2012;Koç ve Arslan, 2017;Kovacıoğlu, 2006;Lien, 2016;Özkan Gürses, 2011;Öztürk ve Kurtuluş, 2017;Razi, 2010;Salatacı ve Akyel, 2002;Stevens, Slavin ve Famish, 1991;Takallou, 2011;Tobing, 2013;Tuna, 2016;Zare ve Mobarakeh, 2011;Zhang, 2008;Zhussupova ve Kazbekova, 2017). Benzer çalışmaların birkaçında uygulanan öğretim süreci ile ilgili öğrencilerin görüşleri alınmış (Özkan Gürses, 2011) ve tutumlarına bakılmıştır (Kovacıoğlu, 2006ve Tuna, 2016.…”

“…Abersek, Dolenc ve Kovacic (2015) have focused on the importance of metacognitive awareness and motivation during reading. Lien (2016) stated that cognitive, socio-cultural and affective factors and languagae skills have effect on language learners' success and learning process. Foreign language anxiety is the most important affective factor among these factors.…”