Research on Reading Strategies, Engagement, and Anxiety among EFL University Students in China

Abstract

The research explored the relationship between Chinese EFL learners' reading strategies, reading engagement, and reading anxiety. The study employed a quantitative and descriptive approach to investigate these variables among undergraduate students in Anhui province. 457 questionnaires were collected from students of different grades and majors, both English and non-English majors. Most participants were female first-year students who were not majoring in English. It was found that reading strategies, reading participation, and reading anxiety show a positive correlation in pairs. Additionally, most students are proficient in using reading strategies. However, students tend to have lower emotional participation in the classroom. Chinese students demonstrate moderate levels of reading anxiety. Overall, this research has practical implications for both learners and teachers. Learners can benefit from the findings by understanding the importance of selecting and applying appropriate reading strategies to improve their reading skills. For teachers, the study provides insights into enhancing class engagement and reducing students' reading anxiety, ultimately increasing the effectiveness of English reading instruction.