Reading Anxiety among Second Language Learners

Rajab, Azizah; Zakaria, Wan Zarina Wan; Rahman, Hamidah Abdul; Hosni, Alia Diyana; Hassani, Samira

doi:10.1016/j.sbspro.2012.11.279

Cited by 40 publications

(44 citation statements)

References 5 publications

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“…Generally, the significant differences demonstrated by the results in table 3 might be attributed to both limited language proficiency level and the lack of knowledge of efficient vocabulary learning strategies. The results discussed above are similar to findings reported by Rajab, Zakaria, Rahman, Hosni, & Hassani (2012) about science and non-science students. They found that science students' reading anxiety is lower than the reading anxiety of non-science students.…”

Section: Resultssupporting

confidence: 91%

“…Students of the art track seem to develop more anxiety when they read a text with an unfamiliar topic. In the literature there is evidence to support this result about the level of reading anxiety of science and non-science students (Ro, & Chen, 2014;Rajab, Zakaria, Rahman, Hosni, & Hassani, 2012). …”

Section: Resultsmentioning

confidence: 88%

“…It seems from those results that art students are having more language problems that push their affective reading filter to be higher. Rajab, Zakaria, Rahman, Hosni, & Hassani (2012) reported that science students demonstrated lower level of reading anxiety than their counterpart in the non-science group.…”

Section: Resultsmentioning

confidence: 98%

See 2 more Smart Citations

Secondary School Students’ Reading Anxiety in a Second Language

Ismail¹

2015

ELT

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Developing an appropriate competence in reading in English as a second language is a key factor for subsequent academic success. This study investigated second language reading anxiety of secondary school students. A questionnaire was distributed to 72 female students and focus-group interviews were conducted with 19 volunteer students. Overall results reveal significant differences between the levels of reading anxiety reported by students relative to their general area of study (viz., science or arts). All the recorded differences were in favor of students in the science track. Most of the sources of reading anxiety that were identified by the students were related to language proficiency, specifically knowledge of vocabulary and grammatical rules.

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Section: Resultssupporting

confidence: 91%

Section: Resultsmentioning

confidence: 88%

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Secondary School Students’ Reading Anxiety in a Second Language

Ismail¹

2015

ELT

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“…In considering reading task as a demanding activity, it is important to recognize that reading is not only interaction between the reader and the thoughts of the author, but also interaction between the reader and the shared knowledge of the cultural history in the printed materials (Tomasello, 1999;as cited in Ahmadet al, 2013). Not being familiar with English or other cultures might inhibit students' reading comprehension process and cause anxiety as the culture represented in the text is foreign to them (Rajab et al,2012).…”

Section: Unfamiliar Culturementioning

confidence: 99%

Foreign Language Reading Anxiety Among Indonesian EFL Senior High School Students

Muhlis

2017

Engl. Franca acad. j. of Engl. lang. and educ.

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This study aims to investigate foreign language reading anxiety among Indonesian EFL Senior High School students. Thirty twostudents of grade eleven in a senior high school in Bandung were involved as the participants. This study employed a survey research design. The data was collected by two types of questionnaires. The first finding revealed that most of the students perceived anxiety in medium level (71,9% students admitted). The second finding 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 (49% students agreed), unfamiliar topic (40% students agreed), and unfamiliar culture (38% students agreed). On the other hand, under the concept of personal factors, there are two sources of foreign language reading anxiety including fear of making errors (39% students agreed), and worry about reading effects (28% students agreed).

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“…Besides, anxiety as psychological construct also has significant role for students' reading comprehension. A number of researchers have speculated anxiety is unlikely to be a causal variable in terms of reading comprehension both English as Foreign Language and English as Second Language context [13,14]. An obvious example of this is attempt to compare the anxiety level between two groups of students: science and nonscience and determining the relationship between reading anxiety and reading performance [13].…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Anxiety Level and Foreign Language Learners’ Reading Comprehension

Badara¹,

Hanafi²,

Kamaluddin³

et al. 2019

Proceedings of the International Symposium on Social Sciences, Education, and Humanities (ISSEH 2018)

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This research attempted to examine whether there is any statistically significant relationship between reading anxiety and students in reading comprehension. Additionally, it also analyzed the level of reading anxiety experience among students in reading comprehension among 95 students of second semester of English department of Halu Oleo University. The results revealed that a statistically significant relationship was found between reading anxiety and students reading comprehension and most of students frequently experienced average level of reading anxiety in their reading comprehension.

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Reading Anxiety among Second Language Learners

Cited by 40 publications

References 5 publications

Secondary School Students’ Reading Anxiety in a Second Language

Secondary School Students’ Reading Anxiety in a Second Language

Foreign Language Reading Anxiety Among Indonesian EFL Senior High School Students

The Relationship between Anxiety Level and Foreign Language Learners’ Reading Comprehension

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