The Use of Reading Strategy by Reading Anxiety and English Proficiency of Korean College Students

Im, Hee-Joo

doi:10.5392/jkca.2015.15.05.630

Cited by 2 publications

(2 citation statements)

References 11 publications

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“…In Malaysia, the focus of reading anxiety research was done mostly at the tertiary level, for example, research done by Rajab et al (2012), Zarei (2014), andIm (2015). However, the need to understand reading anxiety among the secondary school level, particularly in other regions is crucial.…”

Section: Introductionmentioning

confidence: 99%

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

Petrus¹,

Shah²

2020

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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.

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Section: Introductionmentioning

confidence: 99%

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

Petrus¹,

Shah²

2020

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“…In order to change this sad reality to a better chance to make that leap will require one to see this phenomenon from a different perspective. In relation with other areas of learning, these analyses are also believed to provide some possible solutions for reading anxiety [17], college students' use of English [18], and influence of learner factors [19].…”

Section: ⅳ Resultsmentioning

confidence: 99%

Investigating the Function of Backchannel Tokens, uh, um(uhm), and and hm as a Positive Influence in Second Language Learning

Sung-kwan¹,

Chon²

2017

The Journal of the Korea Contents Association

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This study investigates non-native speakers(NNS) of English use of backchannels with beginner-intermediate learners ' use of 'uh', 'um(uhm) ', 'and' and 'hm' suggesting a view as a possible pedagogical implication. The initial aim of this study was to learn this phenomenon and observe their conversation patterns to compare with previous studies. Based on the previous findings, the analyzed data using conventional Conversation Analysis (CA) methods indicate the possible presence of L1 topic markers, '-un' and '-nun' in the form of L2 backchannel tokens when uttered by beginning and intermediate level speakers of English and the presences of L2 backchannel tokens appear only in front of noun phrases. Additionally, these same words with these tokens and when translated back to Korean also require topic markers of '-un' and '-nun.' Finally, This study discusses possible pedagogical implications with the initial analysis of backchannel tokens for Korean EFL learners. In addition, the ultimate goal of this study is to refine this analysis with follow up experiments to validate this investigation into a working hypothesis generating discussions of this backchannel phenomenon from being viewed as a hindrance to as an positive influence that needs to be understood.

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The Use of Reading Strategy by Reading Anxiety and English Proficiency of Korean College Students

Cited by 2 publications

References 11 publications

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

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

Investigating the Function of Backchannel Tokens, uh, um(uhm), and and hm as a Positive Influence in Second Language Learning

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