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The Factors of Foreign Language Reading Anxiety
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Foreign Language Reading Anxiety (FLRA) becomes increasingly crucial for EFL students since it prevents the learners' reading grasp. This study reports on college students’ reflections on reading. The study's main objective was to determine students' reading anxiety levels and discover the most potential factors contributing to students’ Foreign La...
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Citations
... Research consistently proves that elevated levels of FLRA correlate with poorer reading comprehension outcomes. For instance, Tarigan (2023) emphasises that FLRA is a critical barrier for EFL students, inhibiting their ability to grasp reading material effectively, thus leading to diminished comprehension performance (Tarigan, 2023). This aligns with findings from (Hamada & Takaki, 2022), who confirm the psychometric properties of the Foreign Language Reading Anxiety Scale (FLRAS) and confirm that psychological factors measured by the FLRAS are closely related to foreign language reading proficiency (Hamada & Takaki, 2022). ...
... Research consistently proves that elevated levels of FLRA correlate with poorer reading comprehension outcomes. For instance, Tarigan (2023) emphasises that FLRA is a critical barrier for EFL students, inhibiting their ability to grasp reading material effectively, thus leading to diminished comprehension performance (Tarigan, 2023). This aligns with findings from (Hamada & Takaki, 2022), who confirm the psychometric properties of the Foreign Language Reading Anxiety Scale (FLRAS) and confirm that psychological factors measured by the FLRAS are closely related to foreign language reading proficiency (Hamada & Takaki, 2022). ...
This study explores the impact of digital reading anxiety on the reading comprehension of English as a Foreign Language (EFL) learners. While it is established that reading anxiety can impede EFL learners' comprehension—especially when using digital devices—there is limited research on this issue's extent. To fill this gap, the study assessed 152 first-year university EFL students. Participants completed a background questionnaire, a reading comprehension test that included literal, inferential, and evaluative comprehension levels, and a digital reading anxiety scale specifically designed for EFL learners. This scale measured digital reading anxiety across seven dimensions: cognitive challenges, emotional responses, technological issues, physical discomforts, language-related anxiety, confidence, and task management. The results revealed that students generally experience moderate anxiety when reading on digital devices. Notably, students with stronger comprehension skills reported lower levels of digital reading anxiety, particularly in relation to inferential comprehension. However, no significant relationship was found between evaluative comprehension and anxiety. An independent samples t-test demonstrated that students with higher comprehension scores experienced significantly lower digital reading anxiety compared to those with lower scores. These findings provide valuable insights into the role of digital devices in EFL reading instruction and suggest that addressing anxiety may enhance reading comprehension outcomes.
