Relationship between Reading Anxiety, Reading Strategies and Language Competence of Rural ESL Secondary Learners

Abstract

Learning English as a second language (ESL) for rural secondary learners is challenging, especially related to reading skills. This challenge causes anxiety to arise among rural ESL secondary learners while reading English related reading materials, which indirectly affects their language competence. The problem is overcome as learners seek to utilise suitable strategies as they read any English reading materials. The anxiety that rural ESL secondary learners faced in their reading of English material affects their language competence which is reflected in their English paper grades and strategies employed while reading contributes to a better result which reflects their language competence. This paper discusses a survey that explores the relationship between reading anxiety, strategies and language competence among n = 139 Form 4 secondary rural ESL learners. Two instruments, namely, EFL Reading Anxiety Instrument (EFLRAI) and the Survey of Reading Strategies (SORS), were employed to measure their anxiety level and reading strategies respectively. Rural ESL learners' language competence is based on their first examination of English grade. The result shows that there is a weak negative correlation between reading anxiety language competence and a weak positive correlation between reading strategies and language competence. This study implies that rural ESL learners experience medium level of reading anxiety when reading English materials and the use of strategies correlates positively with language competence. Although reading anxiety is not strongly experienced by rural ESL learners, yet, employing suitable reading strategies enhances learners' language competence.

Reading Habits and their Correlation with Reading Achievement among ESL Learners in Selected Malaysian Secondary Schools

“…Additionally, despite the importance of reading as receptive language ability and its role in developing ESL learners' language proficiency within and outside the school environment (Azmi, 2010;Lee & Wong, 2017) and as demonstrated in this study, there has been a growing concern among researchers and educationists over students' poor reading habits in Malaysia (Annamalai & Muniandy, 2013;Mansor, 2017). Similarly, the Malaysia Education Blueprint 2015-2025 highlights the significance of English language proficiency and communication skills (Azman 2016;Petrus and Shah, 2020). In Malaysia, literacy is a multifaceted notion because of the various languages spoken and understood by citizens of the country.…”

“…Research shows a correlation between positive reading habits and high academic performance (Ganyaupfu, 2013;Petrus & Shah, 2020). Similarly, ESL learners with positive reading habits tend to have higher academic performance than learners with poor reading habits (Artieda, 2017;Rimi, 2019;Vuong, Hoang, Nguyen, Ho, & Vuong, 2021).…”

“…Reading habits are essential in achieving positive learning outcomes. Research has shown that students who read extensively are likely to achieve good academic performance (Mwangi & Bwire, 2020;Petrus & Shah, 2020). Thus, reading habits are crucial, particularly in the field of education (Endris, 2018;Krashen, 2004;Makotsi, 2005).…”

Reading Habits and their Correlation with Reading Achievement among ESL Learners in Selected Malaysian Secondary Schools

“…Additionally, despite the importance of reading as receptive language ability and its role in developing ESL learners' language proficiency within and outside the school environment (Azmi, 2010;Lee & Wong, 2017) and as demonstrated in this study, there has been a growing concern among researchers and educationists over students' poor reading habits in Malaysia (Annamalai & Muniandy, 2013;Mansor, 2017). Similarly, the Malaysia Education Blueprint 2015-2025 highlights the significance of English language proficiency and communication skills (Azman 2016;Petrus and Shah, 2020). In Malaysia, literacy is a multifaceted notion because of the various languages spoken and understood by citizens of the country.…”

“…Research shows a correlation between positive reading habits and high academic performance (Ganyaupfu, 2013;Petrus & Shah, 2020). Similarly, ESL learners with positive reading habits tend to have higher academic performance than learners with poor reading habits (Artieda, 2017;Rimi, 2019;Vuong, Hoang, Nguyen, Ho, & Vuong, 2021).…”