The Cycle of Academic Reading Fear Among Undergraduates

Rahmat, Noor Hanim; Arepin, Mazlen; Sulaiman, Suraiya

doi:10.24191/ajue.v16i3.9730

Cited by 12 publications

(11 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As presented in Table 4, the student engagement items which were found to be the weakest with regard to reading textbooks before attending class, asking questions in class and borrowing books from the university library. Lecturers can play a critical role to help strengthen first year university students' engagement in these weak areas by providing stimulating reading assignments, inculcating good reading habits and reducing reading anxiety (Baba & Affendi, 2020;Rahmat, Arepin, & Sulaiman, 2020). With regard to asking questions in class, Malaysian students have traditionally been passive learners.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of First-Year University Students’ Engagement to enhance Student Development

Chong¹,

Soo²

2021

AJUE

View full text Add to dashboard Cite

The COVID-19 crisis has dramatically impacted university education as well as created new challenges for tertiary learning institutions. The pandemic has exacerbated graduate unemployment and increased student dropout rates. In response to these unprecedented challenges, universities are formulating more student development initiatives to support new students to transition into university and produce holistic graduates with essential soft skills. Student engagement evaluation can help inform and enhance the implementation of student development programs. In this study, seven domains of first year university students’ engagement were evaluated namely Academic Engagement (AE), Beyond-class Engagement (BE), Intellectual Engagement (IE), Online Engagement (OE), Peer Engagement (PE), Student-staff Engagement (SE) and Transition Engagement (TE). This study found that university freshmen’s Online Engagement (OE) was the strongest while their Academic Engagement (AE) was the weakest. This study also discovered that first year university students’ engagement were weakest with regard to reading of textbooks before attending class, asking questions in class and borrowing books from the university library. Future student development programs targeted at first year university students could be enhanced by increasing the use of ICT in teaching and learning as well as increasing efforts in assisting new students to transition from school to university learning environments by inculcating good reading habits and encouraging active class participation. Keywords: Academic engagement, First year undergraduates, Student development, Student engagement, Transition to university

show abstract

Section: Discussionmentioning

confidence: 99%

Evaluation of First-Year University Students’ Engagement to enhance Student Development

Chong¹,

Soo²

2021

AJUE

View full text Add to dashboard Cite

show abstract

“…Reading skills are needed to write assignments in higher institutions of learning. The very nature of reading has made many learners fear reading According to Rahmat et al (2020), in, fear of reading can be seen as belonging to a cycle. For some readers, the fear of reading gave them top-down anxiety.…”

Section: Statement Of Problemmentioning

confidence: 99%

Exploring the Balance of Using Dispositional and Situational Attribution in Reading

Rahmat¹,

Jincheng²,

Rahman³

et al. 2022

IJARBSS

Self Cite

View full text Add to dashboard Cite

The boom in education industry is further supported by the added convenience of distance and online learning has encouraged adult learners to pursue their studies. Reading is the most important skill for undergraduates in higher institutions. Reading skills are required to access knowledge for learning. Reading skills are needed to write assignments in higher institutions of learning. This study is therefore done to investigate adult learners' perception of reading strategies used. The use of strategies portrays the attribution portrayed by the learnersdispositional and situational attributions. This quantitative pilot study is done to investigate adult learners' perception on their use of reading comprehension strategies. 38 adult learners taking online undergraduate courses took part in this study. The instrument used is a survey with 5 Likert scales. The survey has 2 main sections; dispositional and situational attribution. A summary of findings revealed that the dispositional attribution that is evident during reading comprehension activity are the readers' perception of difficulties they encounter and also their perception of their use of metacognitive strategies. Next, for situational attribution, this study focused on the use of (a) cognitive and (b) social-affective reading strategies among academic readers. Findings in this study bear interesting implications in the teaching of academic reading for adult learners.

show abstract

“…When it comes to academic reading, many have mixed feelings-making that of fear. According to Rahmat et al (2020), this fear can be caused by the choice of teaching methods that did not cater to the learners' differing needs. The fear can also stem from their reading difficulties.…”

Section: Background Of Studymentioning

confidence: 99%

Exploring Relationship between Reading Difficulties and Reading Strategies

Rahmat¹,

Sakkanavok²,

Taib³

et al. 2022

IJARBSS

Self Cite

View full text Add to dashboard Cite

In language learning, mastering all four skills is considered ideal. Some say speaking comes naturally, even in the learning of a foreign language. Listening sis also a language skill many link with the skills of speaking. One needs to listen to how a language sounds to be able to imitate the sounds. Writing skills ,although has been seen as a difficult skill by many, are skills that people need -be it formally or informally. Finally, comes reading skills. There are extensive reading skills where people read on a regular basis -"feeding" on information that can either be considered as leisure, formal or even academic. When it comes to academic reading, many have mixed feelings-making that of fear. Students in higher institutions will find that academic reading is an important skill that they need to master. This study is done to explore the perception of learners on reading difficulties. This study is also done to investigate the influence of reading strategies such as cognitive, metacognitive and socialaffective strategies on reading difficulties. Findings also revealed that there is s negative significant moderate relationship between reading difficulties with metacognitive and social affective strategies. This study adds on to the existing body of knowledge on the use of reading strategies to reduce perception of reading difficulties during reading comprehension.

show abstract

The Cycle of Academic Reading Fear Among Undergraduates

Cited by 12 publications

References 5 publications

Evaluation of First-Year University Students’ Engagement to enhance Student Development

Evaluation of First-Year University Students’ Engagement to enhance Student Development

Exploring the Balance of Using Dispositional and Situational Attribution in Reading

Exploring Relationship between Reading Difficulties and Reading Strategies

Contact Info

Product

Resources

About