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Foreign Reading Anxiety

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Previous studies about reading anxiety has carried out a variety of issues relevant to the present research. Hulya Ipek (2004) examined the foreign language reading anxiety level of the learners in terms of their gender and their English language proficiency level. The Foreign Language Reading Anxiety Scale was instrument to collect data. Foreign language reading anxiety levels were compared with gender and learners’ language proficiency levels. The findings indicated that the majority of students may contribute the positive experience of foreign language reading anxiety to the lower the language proficiency level. Moreover, Behzad Ghonsooly and Majid Elahi (2010) conducted on learners ' self-efficacy in reading and its relation to foreign …show more content…

An email interview and background information questionnaire were data from two anxiety measures. This showed that student of Chinese experienced a general foreign language anxiety resemble to level of foreign language reading anxiety. Foreign language reading anxiety was relative with experience and course level with China but not with gender. Futhermore, foreign language reading anxiety was found to be negatively related with foreign language reading performance among intermediate level learners and elementary level I but not among elementary level II learners. The major sources of FL reading identified worry about comprehension, unfamiliar topics and unfamiliar scripts. Based on findings, reading anxiety was a major problem for students of Chinese whose mother language was …show more content…

They found that reading strategies influence reading proficiency. Amer, Barwani and Ibrahim (2010) focused on student teachers’ perceived use of online reading strategies in Omani EFL university. The findings demonstrated that there were a statistically significant difference between first-year students and fourth-year students in global strategies and high efficient readers used more global strategies than low-efficient readers did. No difference was statistically significant with reference to gender in both groups.
Furthermore, Shaharudin et al. (2011) investigated the reading strategies awareness among English as a second language (ESL) learners in Malaysia’s university. An instrument of this study used the Survey of Reading Strategies (SORS). The results appeared to indicate that the learners apperceive the reading strategies with a different level depending on the aim of reading academic

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