Strategies to Overcome Foreign Language Reading Anxiety among Globalized EFL Learners
DOI:
https://doi.org/10.35961/salee.v3i2.436Keywords:
Foreign language reading anxiety, globalized EFL learners, library studyAbstract
Perhaps, one of the most well-articulated hurdles daunting globalized EFL learners’ academic literacy dynamics can be attributed to foreign language reading anxiety. Under the massive expansion of foreign language reading anxiety, EFL learners commonly experience a higher level of perturbation while attempting to comprehend the contents forming in their specific reading texts due to the inevitable complexities presented during this process. This current small-scale library study aimed to exhaustively investigate particular effective strategies to overcome foreign language reading anxiety among globalized EFL learners to provide some illuminations for ELT experts, practitioners, and educators to devise more sophisticated reading strategies that can potentially alleviate foreign language reading anxiety. There were three main themes inferred in this present small-scale qualitative study namely: (1) The internalization of more comprehensible reading materials, (2) the promotion of more enjoyable reading circumstances, and (3) the inducement of more relevant reading strategies. For the future betterment of worldwide L2 reading enterprises, second language teachers are strongly commissioned to identify particular situations provoking excessive foreign language reading anxiety among EFL teachers in order to progressively design more authentic and meaningful reading activities.
References
References
Aghajani, M., & Gholamrezapour, E. (2019). Critical thinking skills, critical reading and foreign language reading anxiety in Iran context. International Journal of Instruction, 12(4), 219–238. https://doi.org/10.29333/iji.2019.12414a
Ahmad, I. S., Al-Shboul, M. M., Rahman, Z. A., Burhan, M., & Basha Madarsha, K. (2013). The potential sources of foreign language reading anxiety in a Jordanian EFL context: A theoretical framework. English Language Teaching, 6(11), 89–110. https://doi.org/10.5539/elt.v6n11p89
Al-Shboul, M. M., Ahmad, I. S., Nordin, M. S., & Rahman, Z. A. (2013). Foreign language reading anxiety in a Jordanian EFL context: A qualitative study. English Language Teaching, 6(6), 38–56. https://doi.org/10.5539/elt.v6n6p38
Al-Sohbani, Y. A. Y. (2018). Foreign language reading anxiety among Yemeni secondary school students. International Journal of English Language & Translation Studies, 6(1),57–65.
Al Faruq, A. Z. (2019). Reading Anxiety in English as a Foreign Language for Undergraduate Students in Indonesia. Journal of Teaching and Learning English in Multicultural Contexts (TLEMC), 3(2), 88–95.
Alsowat, H. H. (2016). Foreign Language Anxiety in Higher Education: A Practical Framework for Reducing FLA. European Scientific Journal, ESJ, 12(7), 193. https://doi.org/10.19044/esj.2016.v12n7p193
Badara, A., Hanafi, H., Kamaluddin, K., Nurlaela, N., & Sari, I. M. (2019). The Relationship between Anxiety Level and Foreign Language Learners’ Reading Comprehension. 306(Isseh 2018), 49–53. https://doi.org/10.2991/isseh-18.2019.12
Barzegar, R., & Hadidi, E. (2016). on the Relationship Between Reading Anxiety and Performance on Ielts Reading Comprehension. International Journal of Language Academy, 4, 97–114.
Bensalem, E. (2020). Foreign Language Reading Anxiety in the Saudi Tertiary EFL Context. Reading in a Foreign Language, 32(2), 65–82.
Bria, M. G., & Mbato, C. L. (2019). Metacognitive strategies of undergraduate and postgraduate students in reading. LLT Journal: A Journal on Language and Language Teaching, 22(2), 182-197.
Diasti, K. S., & Mbato, C. L. (2020). The Role of Motivation-Regulation in Master Students’ Academic Reading. Journal of English Educational Study (JEES), 3(2), 101-109.
Genç, G. (2016). Can ambiguity tolerance, success in reading, and gender predict the foreign language reading anxiety? Journal of Language and Linguistic Studies, 12(2), 135–151. https://dergipark.org.tr/en/pub/jlls/405546
Ghaith, G. M. (2020). Foreign language reading anxiety and metacognitive strategies in undergraduates’ reading comprehension. Issues in Educational Research, 30(4), 1310–1328.
Ghonsooly, B., & Loghmani, Z. (2012). The Relationship between EFL Learners’ Reading Anxiety Levels and Their Metacognitive Reading Strategy Use. International Journal of Linguistics, 4(3). https://doi.org/10.5296/ijl.v4i3.2021
Hamanda, A., & Takaki, S. (2021). Effects of multidimensional foreign language reading anxiety on achievement in Japanese EFL classrooms. System, 101(August). https://doi.org/10.1016/j.system.2021.102613
Isler, C., & Yildirim, O. (2017). Sources of Turkish EFL learners' foreign language reading anxiety. JEELS (Journal of English Education and Linguistics Studies), 4(1), 1-18.
Ismail, S. A. A. (2015). Secondary School Students’ Reading Anxiety in a Second Language. English Language Teaching, 8(11), 28. https://doi.org/10.5539/elt.v8n11p28
Joo, K. Y., & Damron, J. (2015). Foreign language reading anxiety: Korean as a foreign languageJoo, K. Y., & Damron, J. (2015). Foreign language reading anxiety: Korean as a foreign language in the United States. Journal of the National Council of Less Commonly Taught Languages, 17, 23–5. Journal of the National Council of Less Commonly Taught Languages, 17, 23–55.
Kulsum, E. M., Azis, W. D. I., Hayati, T., & Mansyur, A. S. (2018). The Sources of Foreign Language Reading Anxiety in an Indonesian EFL Context. 1(Icse 2017), 446–451. https://doi.org/10.5220/0007099904460451
Liao, H. C., & Wang, Y. H. (2018). Using comprehension strategies for students’ self-efficacy, anxiety, and proficiency in reading english as a foreign language. Social Behavior and Personality, 46(3), 447–458. https://doi.org/10.2224/sbp.6648
Lien, H. Y. (2016). Effects of EFL individual learner variables on foreign language reading anxiety and metacognitive reading strategy use. Psychological Reports, 119(1), 124–135. https://doi.org/10.1177/0033294116659711
Lu, Z., & Liu, M. (2015). An investigation of Chinese university EFL learner’s foreign language reading anxiety, reading strategy use and reading comprehension performance. Studies in Second Language Learning and Teaching, 5(1), 65–85. https://doi.org/10.14746/ssllt.2015.5.1.4
Marashi, H., & Rahmati, P. (2017). The Effect of Teaching Reading Strategies on EFL Learners’ Reading Anxiety. International Journal of Research in English Education, 2(2), 43–52. https://doi.org/10.18869/acadpub.ijree.2.2.43
Mardianti, N., Wijayati, P. H., & Murtadho, N. (2021). The correlation between students’ reading anxiety and their reading comprehension in ESP context. International Journal of Language Education, 5(2), 15–29. https://doi.org/10.26858/ijole.v5i2.15440
Mawardah, S., Zinan, F. H., & Santoso, I. (2019). An analysis of foreign language reading anxiety to EFL learners. PROJECT: Professional Journal of English Education, 2(3), 263–269.
Miao, Q. Q., & Vibulphol, J. (2021). English as a Foreign Language Reading Anxiety of Chinese University Students. International Education Studies, 14(3), 64. https://doi.org/10.5539/ies.v14n3p64
Mohammadpur, B., & Ghafournia, N. (2015). An elaboration on the effect of reading anxiety on reading achievement. English Language Teaching, 8(7), 206–215. https://doi.org/10.5539/elt.v8n7p206
Muhlis, A. (2017). Foreign Language Reading Anxiety Among Indonesian EFL Senior High School Students. ENGLISH FRANCA?: Academic Journal of English Language and Education, 1(1), 19. https://doi.org/10.29240/ef.v1i1.160
Razak, N. A., Yassin, A. A., & Moqbel, M. S. S. (2019). Investigating Foreign Language Reading Anxiety Among Yemeni International Students in Malaysian Universities. International Journal of English Linguistics, 9(4), 83. https://doi.org/10.5539/ijel.v9n4p83
Sabti, A. A., Mansor, Y. M. T. M. B. T., Altikriti, M. Q., Abdalhussein, H. F., & Dhari, S. S. (2016). Gender differences and foreign language reading anxiety of high school learners in an Iraqi EFL context. International Journal of Applied Linguistics and English Literature, 5(5), 208–214. https://doi.org/10.7575/aiac.ijalel.v.5n.5p.208
Sari, W. P. (2017). The relationship between reading anxiety and reading strategy used by EFL student teachers. Edukasi: Jurnal Pendidikan Dan Pengajaran, 4(2), 1-9.
Suryanto. (2017). An Investigation On English Reading Comprehension Problems In Indonesian Cultural Contexts. International Conference on Education, Science, Art and Technology, July, 200–205. https://ojs.unm.ac.id/icesat/article/view/3738.
Tien, C.-Y. (2017). Factors of Foreign Language Reading Anxiety in a Taiwan EFL Higher Education Context. Journal of Applied Linguistics and Language Research, 4(8), 48–58. http://www.jallr.com/~jallrir/index.php/JALLR/article/view/734/pdf734
Torudom, K., & Taylor, P. (2017). An Investigation of Reading Attitudes, Motivaiton and Reading Anxiety of EFL Undergraduate Students. LEARN Journal: Language Education and Acquisition Research Network, 10(2), 47–70.
Trisnayanti, N. L. P. D., Agustini, D. A. E., & Tantra, D. K. (2020). Relationships Among Reading Anxiety, Reading Self-Efficacy, and Reading Competency in the Vocational High School in Singaraja. International Journal of Language and Literature, 4(1), 33. https://doi.org/10.23887/ijll.v4i1.30225
Tsai, Y. R., & Lee, C. Y. (2018). An exploration into factors associated with reading anxiety among taiwanese EFL learners. Teflin Journal, 29(1), 129–148. https://doi.org/10.15639/teflinjournal.v29i1/129-148
Valizadeh, M. (2021). The Effect of Reading Comprehension Strategies Instruction on EFL Learners' Reading Anxiety Level. Shanlax International Journal of Education, 9, 53-58.
Wijaya, K. F. (2021). Investigating English Education Master Students’ Perceptions on Their Self-Efficacy in Academic Reading. ELTR Journal, 5(2), 75–92.
Wijaya, K. F. (2022). Investigating English Education Master Students’ Perceptions on Extensive Reading Strategy. Polyglot: Jurnal Ilmiah, 18(1), 19. https://doi.org/10.19166/pji.v18i1.4113
Yamashita, J. (2015). In Search of the Nature of Extensive Reading in L2: Cognitive, Affective, and Pedagogical Perspectives. Reading in a Foreign Language, 27(1), 168–181.
Yassin, A. A., & Razak, N. A. (2018). Investigating Foreign Language Learning Anxiety Among Yemeni University EFL Learners: A Theoretical Framework Development. English Language Teaching, 11(10), 38. https://doi.org/10.5539/elt.v11n10p38
Zhou, J. (2017). Foreign language reading anxiety in a Chinese as a foreign language context. Reading in a Foreign Language Journal, 29(10), 155-173.
Aghajani, M., & Gholamrezapour, E. (2019). Critical thinking skills, critical reading and foreign language reading anxiety in Iran context. International Journal of Instruction, 12(4), 219–238. https://doi.org/10.29333/iji.2019.12414a
Ahmad, I. S., Al-Shboul, M. M., Rahman, Z. A., Burhan, M., & Basha Madarsha, K. (2013). The potential sources of foreign language reading anxiety in a Jordanian EFL context: A theoretical framework. English Language Teaching, 6(11), 89–110. https://doi.org/10.5539/elt.v6n11p89
Al-Shboul, M. M., Ahmad, I. S., Nordin, M. S., & Rahman, Z. A. (2013). Foreign language reading anxiety in a Jordanian EFL context: A qualitative study. English Language Teaching, 6(6), 38–56. https://doi.org/10.5539/elt.v6n6p38
Al-Sohbani, Y. A. Y. (2018). Foreign language reading anxiety among Yemeni secondary school students. International Journal of English Language & Translation Studies, 6(1),57–65.
Al Faruq, A. Z. (2019). Reading Anxiety in English as a Foreign Language for Undergraduate Students in Indonesia. Journal of Teaching and Learning English in Multicultural Contexts (TLEMC), 3(2), 88–95.
Alsowat, H. H. (2016). Foreign Language Anxiety in Higher Education: A Practical Framework for Reducing FLA. European Scientific Journal, ESJ, 12(7), 193. https://doi.org/10.19044/esj.2016.v12n7p193
Badara, A., Hanafi, H., Kamaluddin, K., Nurlaela, N., & Sari, I. M. (2019). The Relationship between Anxiety Level and Foreign Language Learners’ Reading Comprehension. 306(Isseh 2018), 49–53. https://doi.org/10.2991/isseh-18.2019.12
Barzegar, R., & Hadidi, E. (2016). on the Relationship Between Reading Anxiety and Performance on Ielts Reading Comprehension. International Journal of Language Academy, 4, 97–114.
Bensalem, E. (2020). Foreign Language Reading Anxiety in the Saudi Tertiary EFL Context. Reading in a Foreign Language, 32(2), 65–82.
Bria, M. G., & Mbato, C. L. (2019). Metacognitive strategies of undergraduate and postgraduate students in reading. LLT Journal: A Journal on Language and Language Teaching, 22(2), 182-197.
Diasti, K. S., & Mbato, C. L. (2020). The Role of Motivation-Regulation in Master Students’ Academic Reading. Journal of English Educational Study (JEES), 3(2), 101-109.
Genç, G. (2016). Can ambiguity tolerance, success in reading, and gender predict the foreign language reading anxiety? Journal of Language and Linguistic Studies, 12(2), 135–151. https://dergipark.org.tr/en/pub/jlls/405546
Ghaith, G. M. (2020). Foreign language reading anxiety and metacognitive strategies in undergraduates’ reading comprehension. Issues in Educational Research, 30(4), 1310–1328.
Ghonsooly, B., & Loghmani, Z. (2012). The Relationship between EFL Learners’ Reading Anxiety Levels and Their Metacognitive Reading Strategy Use. International Journal of Linguistics, 4(3). https://doi.org/10.5296/ijl.v4i3.2021
Hamanda, A., & Takaki, S. (2021). Effects of multidimensional foreign language reading anxiety on achievement in Japanese EFL classrooms. System, 101(August). https://doi.org/10.1016/j.system.2021.102613
Isler, C., & Yildirim, O. (2017). Sources of Turkish EFL learners' foreign language reading anxiety. JEELS (Journal of English Education and Linguistics Studies), 4(1), 1-18.
Ismail, S. A. A. (2015). Secondary School Students’ Reading Anxiety in a Second Language. English Language Teaching, 8(11), 28. https://doi.org/10.5539/elt.v8n11p28
Joo, K. Y., & Damron, J. (2015). Foreign language reading anxiety: Korean as a foreign languageJoo, K. Y., & Damron, J. (2015). Foreign language reading anxiety: Korean as a foreign language in the United States. Journal of the National Council of Less Commonly Taught Languages, 17, 23–5. Journal of the National Council of Less Commonly Taught Languages, 17, 23–55.
Kulsum, E. M., Azis, W. D. I., Hayati, T., & Mansyur, A. S. (2018). The Sources of Foreign Language Reading Anxiety in an Indonesian EFL Context. 1(Icse 2017), 446–451. https://doi.org/10.5220/0007099904460451
Liao, H. C., & Wang, Y. H. (2018). Using comprehension strategies for students’ self-efficacy, anxiety, and proficiency in reading english as a foreign language. Social Behavior and Personality, 46(3), 447–458. https://doi.org/10.2224/sbp.6648
Lien, H. Y. (2016). Effects of EFL individual learner variables on foreign language reading anxiety and metacognitive reading strategy use. Psychological Reports, 119(1), 124–135. https://doi.org/10.1177/0033294116659711
Lu, Z., & Liu, M. (2015). An investigation of Chinese university EFL learner’s foreign language reading anxiety, reading strategy use and reading comprehension performance. Studies in Second Language Learning and Teaching, 5(1), 65–85. https://doi.org/10.14746/ssllt.2015.5.1.4
Marashi, H., & Rahmati, P. (2017). The Effect of Teaching Reading Strategies on EFL Learners’ Reading Anxiety. International Journal of Research in English Education, 2(2), 43–52. https://doi.org/10.18869/acadpub.ijree.2.2.43
Mardianti, N., Wijayati, P. H., & Murtadho, N. (2021). The correlation between students’ reading anxiety and their reading comprehension in ESP context. International Journal of Language Education, 5(2), 15–29. https://doi.org/10.26858/ijole.v5i2.15440
Mawardah, S., Zinan, F. H., & Santoso, I. (2019). An analysis of foreign language reading anxiety to EFL learners. PROJECT: Professional Journal of English Education, 2(3), 263–269.
Miao, Q. Q., & Vibulphol, J. (2021). English as a Foreign Language Reading Anxiety of Chinese University Students. International Education Studies, 14(3), 64. https://doi.org/10.5539/ies.v14n3p64
Mohammadpur, B., & Ghafournia, N. (2015). An elaboration on the effect of reading anxiety on reading achievement. English Language Teaching, 8(7), 206–215. https://doi.org/10.5539/elt.v8n7p206
Muhlis, A. (2017). Foreign Language Reading Anxiety Among Indonesian EFL Senior High School Students. ENGLISH FRANCA?: Academic Journal of English Language and Education, 1(1), 19. https://doi.org/10.29240/ef.v1i1.160
Razak, N. A., Yassin, A. A., & Moqbel, M. S. S. (2019). Investigating Foreign Language Reading Anxiety Among Yemeni International Students in Malaysian Universities. International Journal of English Linguistics, 9(4), 83. https://doi.org/10.5539/ijel.v9n4p83
Sabti, A. A., Mansor, Y. M. T. M. B. T., Altikriti, M. Q., Abdalhussein, H. F., & Dhari, S. S. (2016). Gender differences and foreign language reading anxiety of high school learners in an Iraqi EFL context. International Journal of Applied Linguistics and English Literature, 5(5), 208–214. https://doi.org/10.7575/aiac.ijalel.v.5n.5p.208
Sari, W. P. (2017). The relationship between reading anxiety and reading strategy used by EFL student teachers. Edukasi: Jurnal Pendidikan Dan Pengajaran, 4(2), 1-9.
Suryanto. (2017). An Investigation On English Reading Comprehension Problems In Indonesian Cultural Contexts. International Conference on Education, Science, Art and Technology, July, 200–205. https://ojs.unm.ac.id/icesat/article/view/3738.
Tien, C.-Y. (2017). Factors of Foreign Language Reading Anxiety in a Taiwan EFL Higher Education Context. Journal of Applied Linguistics and Language Research, 4(8), 48–58. http://www.jallr.com/~jallrir/index.php/JALLR/article/view/734/pdf734
Torudom, K., & Taylor, P. (2017). An Investigation of Reading Attitudes, Motivaiton and Reading Anxiety of EFL Undergraduate Students. LEARN Journal: Language Education and Acquisition Research Network, 10(2), 47–70.
Trisnayanti, N. L. P. D., Agustini, D. A. E., & Tantra, D. K. (2020). Relationships Among Reading Anxiety, Reading Self-Efficacy, and Reading Competency in the Vocational High School in Singaraja. International Journal of Language and Literature, 4(1), 33. https://doi.org/10.23887/ijll.v4i1.30225
Tsai, Y. R., & Lee, C. Y. (2018). An exploration into factors associated with reading anxiety among taiwanese EFL learners. Teflin Journal, 29(1), 129–148. https://doi.org/10.15639/teflinjournal.v29i1/129-148
Valizadeh, M. (2021). The Effect of Reading Comprehension Strategies Instruction on EFL Learners' Reading Anxiety Level. Shanlax International Journal of Education, 9, 53-58.
Wijaya, K. F. (2021). Investigating English Education Master Students’ Perceptions on Their Self-Efficacy in Academic Reading. ELTR Journal, 5(2), 75–92.
Wijaya, K. F. (2022). Investigating English Education Master Students’ Perceptions on Extensive Reading Strategy. Polyglot: Jurnal Ilmiah, 18(1), 19. https://doi.org/10.19166/pji.v18i1.4113
Yamashita, J. (2015). In Search of the Nature of Extensive Reading in L2: Cognitive, Affective, and Pedagogical Perspectives. Reading in a Foreign Language, 27(1), 168–181.
Yassin, A. A., & Razak, N. A. (2018). Investigating Foreign Language Learning Anxiety Among Yemeni University EFL Learners: A Theoretical Framework Development. English Language Teaching, 11(10), 38. https://doi.org/10.5539/elt.v11n10p38
Zhou, J. (2017). Foreign language reading anxiety in a Chinese as a foreign language context. Reading in a Foreign Language Journal, 29(10), 155-173.
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Published
2022-07-12
How to Cite
Wijaya, K. F. (2022). Strategies to Overcome Foreign Language Reading Anxiety among Globalized EFL Learners. SALEE: Study of Applied Linguistics and English Education, 3(2), 138–152. https://doi.org/10.35961/salee.v3i2.436
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