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

Abstract

Reading anxiety is a situational phobia with physical and cognitive reactions. This anxiety can be facilitative or debilitative and can result in negative impact on reading comprehension, reading competence, and reading strategies. Most previous studies on reading anxiety were carried out in traditional classrooms., but with the sudden transition to online and distance learning (ODL) due to COVID-19, the extent of reading anxiety in ODL among Malaysian university learners and its contributing factors are largely unknown. Therefore, this study was carried out to measure reading anxiety among university learners engaged in ODL as well as to find out its primary contributing factors. The objectives were achieved via a questionnaire administered on 96 learners at a Malaysian university. The participants were found to experience high degree of reading anxiety in ODL. The requirement of attending classes via ODL mode is the main cause for reading anxiety, while self-perceived English proficiency also influences reading anxiety significantly. Therefore, clear and constant instructor feedback is necessary as learners may easily divert from the purpose of ODL reading classes. The outcome of this study helps instructors in knowing the conditions of reading anxiety in ODL and may assist them in post pandemic physical classrooms.

Scientific mapping of research on English as a foreign language (EFL) reading instruction: A thirty-year perspective

“…Also, the study of EFL reading instruction highlights a significant interconnection among emerging themes, including “English proficiency,” “Covid-19,” “technology,” “blended learning,” and “MALL.” The COVID-19 pandemic has undeniably exerted a substantial impact on the EFL teaching and learning landscape, presenting heightened challenges to both teachers and learners [ 86 ]. Moreover, given the increased emphasis on technology adoption in response to the challenges posed, particularly during the COVID-19 pandemic [ 87 ], further research is warranted to explore how technological affordances can transform traditional teacher-dominated settings into dynamic and constructive learning environments, as suggested by El Khairat [ 88 ].…”

Cooperative Learning in Flipped Classroom on Indonesian Efl Students' Reading Proficiency: An Experimental Study

“…Addressing these challenges, teachers should empower their knowledge by exploring the potential and possible methods to be applied in classroom (Anas & Musdariah, 2018;Maximilian, 2016b). In today's EFL context, post-pandemic period gives the strong impact both for teacher and students (Kamaruddin & Kaur, 2023). In this period, there is a transition from online to offline learning and hybrid learning.…”