The Effect of Foreign Language Reading Anxiety on Jordanian EFL Teachers' Orientation and Strategy Use
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Jul 10, 2024
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Salameh Fleih Obeiah
https://orcid.org/0000-0003-4522-9119
https://orcid.org/0000-0003-4522-9119
Abstract
Using the Foreign Language Reading Anxiety Scale (FLRAS), this study explores the core determinants of reading anxiety among Jordanian EFL teachers. It investigates the correlation between anxiety factors and strategy utilization (i.e., metacognitive, cognitive, and support strategies) as well as reading orientation, which determines a reader's active participation while reading. It looks at the sub-factors of reading anxiety: anxiety felt throughout the reading process, reading self-assurance, and anxiety when reading English characters. The findings of the study showed that Self-assurance was more influential and a constructive contributor to Jordanian English language teachers' utilization of metacognitive methods and the degree of orientation to reading than anxiety felt during reading.
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Keywords
Orientation to readingAnxietyStrategy useSelf-assurance
References
Ahmad, I. S., Al-Shboul, M. M., Nordin, M. S., Rahman, Z. A., Burhan, M., & Madarsha, K. B. (2013). The Potential Sources of Foreign Language Reading Anxiety in a Jordanian EFL Context: A Theoretical Framework. English Language Teaching, 6 (11).
Aida, Y. (1994). Examination of Horwitz, Horwitz, and cope’s construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78, 155-168.
Al-Nujaidi, A. H. (2003). The relationship between vocabulary size, reading strategies, and reading comprehension of EFL learners in Saudi Arabia, Unpublished doctoral dissertation, Oklahoma State University, Stillwater, OK, USA.
Azizifar, A., Faryadian, E., & Gowhary, H. (2014). The effect of anxiety on Iranian EFL learners' speaking skill. International Research Journal of Applied and Basic Sciences, 8(10), 1747-1754.
Budin, L. H. (2014). Investigating the relationship between English language anxiety and the achievement of school based oral English test among Malaysian form four students. International Journal of Learning, Teaching and Educational Research, 2(1), 67-79.
Casado, M. A., & Dereshiwsky, M. I. (2001). Foreign language anxiety of university students. College Student Journal, 35(4), 539-551.
Chao, C. T. (2003). Foreign language anxiety and emotional intelligence: A study of EFL students in Taiwan. Unpublished doctoral dissertation, Texas University, Texas, United States.
Chen, T. Y., & Chang, G. B. Y. (2004). The relationship between foreign language anxiety and learning difficulties. Foreign Language Annals, 37(2), 279-287.
Dalili, V., & Tavakoli, M. (2013). A comparative analysis of reading strategies across ESP students of humanities and engineering. International Journal of Research Studies in Language Learning, 1-(5).
Darabie, M. Y. (2000). The relationship between college-level Jordanian students’ metacognitive awareness strategies and their reading comprehension achievement in English as a foreign language. Unpublished doctoral dissertation, Ohio University, OH, USA.
Gregersen, T., & Horwitz, E. K. (2002). Language learning and perfectionism: Anxious and non-anxious. The Modern Language Journal, 86, 562-570.
Hashemi, M., & Abbasi, M. (2013). The role of the teacher in alleviating anxiety in language classes. International Research Journal of Applied and Basic Sciences, 4(3), 640-646.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 125-132.
Hsu, Y. C., (2004). A Study on Junior College Students’ Reading Anxiety in English as a Foreign Language. MSc. Thesis, National Chung Cheng University, Chiayi, Taiwan.
Hu, L., & Wang, N. (2014). Anxiety in foreign language learning. International Conference on Global Economy, Commerce and Service Science, 1, 122-124.
Huang, H. C., Chern, C. L., & Lin, C. C. (2009). EFL learners’ use of online reading strategies and comprehension of texts: An exploratory study. Computers & Education, 52(1), 13- 26.
Jafari, M., & Shokrpour, N. (2012), The Reading Strategies Used by Iranian ESP Students to Comprehend Authentic Expository Texts in English. International Journal of Applied Linguistics & English Literature, 1(4), 103-109.
Kitano, K. (2001). Anxiety in the college Japanese language classroom. Modern Language Journal, 85(4), 549-566.
Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon Press.
Levince, G. (2003). Students and instructor beliefs and attitudes about target language use, firs language use and anxiety: Report of a questionnaire study. The Modern Language Journal, 87, 343-364.
Lien, H. (2011). EFL learners’ reading strategy use in relation to reading anxiety. Language Education in Asia, 2(2), 199-212.
Lien, H. (2016). Effects of EFL individual learner variables on foreign language reading anxiety and metacognitive reading strategy use. Psychological Reports, 119(1), 124-135.
Liu, M. (2006). Anxiety in Chinese EFL students at different proficiency levels. System. 34, 301-316.
Lu, Z., & Liu, M. (2011). Foreign language anxiety and strategy use: A study with Chinese undergraduate EFL learners. Journal of Language Teaching and Research, 2(6), 1298-1305.
Malcolm, D. (2009). Reading strategy awareness of Arabic-speaking medical students studying in English. System, 37(4), 640-65.
Martinez, A. C. L. (2008). Analysis of ESP university students’ reading strategy awareness. IBERICA, 15, 165-176.
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students' awareness of reading strategies. Journal of Developmental Education, 25(3), 2-10.
Muchlis, A. (2017). Foreign Language Reading Anxiety Among Indonesian EFL Senior High School Students. English Franca, 1(1): 19-44.
Phakiti, A. (2008). Construct validation of Bachman and Paler’s (1996) strategic competence model over time in EFL reading tests. Language Testing, 25(5), 237-272.
Saito, Y., & Samimy, K. (1996). Foreign language anxiety and language performance: A study of learner anxiety in beginning, intermediate, and advanced-level college students of Japanese. Foreign Language Annals, 29, 239-251.
Saito, Y., Thomas J. G., & Horwitz, E. K. (1999). Foreign language reading anxiety. Modern Language Journal, 83(2), 202-218.
Sellers, V. D. (2000). Anxiety and reading comprehension in Spanish as a foreign language. Foreign Language Annals, 33(5), 512-521.
Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29(4), 431-449.
Shi, Y., & Liu, Z. (2006). Foreign language reading anxiety and its relationship to English achievement and gender. Journal of PLA University of Foreign Languages, 29, 59-65.
Smith, E. R. (2000). Social cognition. In A. E. Kazdin (Ed.), Encyclopedia of psychology, 7, 324-329. Oxford, UK: Oxford University Press.
Song, M. J. (1999). Reading strategies and second language reading ability: The magnitude of the relationship. English Teaching, 54(3), 73-95.
Spielberger, C. D. (1983). Manual for the state-trait anxiety inventory (Form Y). Palo Alto: Consulting Psychological Press.
Tanveer, M. (2007). Investigation of the factors that cause language anxiety for ESL/EFL learners in learning speaking skills and the influence it casts on communication in the target language. Academia, 64, 1-92.
Tomlin, R. S., & Villa, V. (1994). Attention in cognitive science and second language acquisition. Studies in Second Language Acquisition, 16(2), 183-203.
Tsai, Y., & Lee, C. (2018). An exploration into factors associated with reading anxiety among Taiwanese EFL learners. TEFLIN Journal, 29(1), 129-148.
Wu, K. H. (2010).The relationship between language learners’ anxiety and learning strategy in the CLT classrooms. International Education Studies, 3(1), 174-191.
Zhang, L. (2000). Uncovering Chinese ESL students' reading anxiety in a study abroad context. Asian Pacific Journal of Language in Education, 3(2), 31-52.
–––. (2002). Anxiety of overseas students in Chinese reading. Chinese Journal of Applied Linguistics, 4, 77-83.
Zhang, L. J., & Wu. A. (2009). Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use. Reading in a Foreign Language, 21(1), 37- 59.
Zhao, A., Guo, Y., & Dynia. J. (2013). Foreign language reading anxiety: Chinese as a foreign language in the United States. Modern Language Journal, 97(3), 764-778.
Aida, Y. (1994). Examination of Horwitz, Horwitz, and cope’s construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78, 155-168.
Al-Nujaidi, A. H. (2003). The relationship between vocabulary size, reading strategies, and reading comprehension of EFL learners in Saudi Arabia, Unpublished doctoral dissertation, Oklahoma State University, Stillwater, OK, USA.
Azizifar, A., Faryadian, E., & Gowhary, H. (2014). The effect of anxiety on Iranian EFL learners' speaking skill. International Research Journal of Applied and Basic Sciences, 8(10), 1747-1754.
Budin, L. H. (2014). Investigating the relationship between English language anxiety and the achievement of school based oral English test among Malaysian form four students. International Journal of Learning, Teaching and Educational Research, 2(1), 67-79.
Casado, M. A., & Dereshiwsky, M. I. (2001). Foreign language anxiety of university students. College Student Journal, 35(4), 539-551.
Chao, C. T. (2003). Foreign language anxiety and emotional intelligence: A study of EFL students in Taiwan. Unpublished doctoral dissertation, Texas University, Texas, United States.
Chen, T. Y., & Chang, G. B. Y. (2004). The relationship between foreign language anxiety and learning difficulties. Foreign Language Annals, 37(2), 279-287.
Dalili, V., & Tavakoli, M. (2013). A comparative analysis of reading strategies across ESP students of humanities and engineering. International Journal of Research Studies in Language Learning, 1-(5).
Darabie, M. Y. (2000). The relationship between college-level Jordanian students’ metacognitive awareness strategies and their reading comprehension achievement in English as a foreign language. Unpublished doctoral dissertation, Ohio University, OH, USA.
Gregersen, T., & Horwitz, E. K. (2002). Language learning and perfectionism: Anxious and non-anxious. The Modern Language Journal, 86, 562-570.
Hashemi, M., & Abbasi, M. (2013). The role of the teacher in alleviating anxiety in language classes. International Research Journal of Applied and Basic Sciences, 4(3), 640-646.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70, 125-132.
Hsu, Y. C., (2004). A Study on Junior College Students’ Reading Anxiety in English as a Foreign Language. MSc. Thesis, National Chung Cheng University, Chiayi, Taiwan.
Hu, L., & Wang, N. (2014). Anxiety in foreign language learning. International Conference on Global Economy, Commerce and Service Science, 1, 122-124.
Huang, H. C., Chern, C. L., & Lin, C. C. (2009). EFL learners’ use of online reading strategies and comprehension of texts: An exploratory study. Computers & Education, 52(1), 13- 26.
Jafari, M., & Shokrpour, N. (2012), The Reading Strategies Used by Iranian ESP Students to Comprehend Authentic Expository Texts in English. International Journal of Applied Linguistics & English Literature, 1(4), 103-109.
Kitano, K. (2001). Anxiety in the college Japanese language classroom. Modern Language Journal, 85(4), 549-566.
Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon Press.
Levince, G. (2003). Students and instructor beliefs and attitudes about target language use, firs language use and anxiety: Report of a questionnaire study. The Modern Language Journal, 87, 343-364.
Lien, H. (2011). EFL learners’ reading strategy use in relation to reading anxiety. Language Education in Asia, 2(2), 199-212.
Lien, H. (2016). Effects of EFL individual learner variables on foreign language reading anxiety and metacognitive reading strategy use. Psychological Reports, 119(1), 124-135.
Liu, M. (2006). Anxiety in Chinese EFL students at different proficiency levels. System. 34, 301-316.
Lu, Z., & Liu, M. (2011). Foreign language anxiety and strategy use: A study with Chinese undergraduate EFL learners. Journal of Language Teaching and Research, 2(6), 1298-1305.
Malcolm, D. (2009). Reading strategy awareness of Arabic-speaking medical students studying in English. System, 37(4), 640-65.
Martinez, A. C. L. (2008). Analysis of ESP university students’ reading strategy awareness. IBERICA, 15, 165-176.
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students' awareness of reading strategies. Journal of Developmental Education, 25(3), 2-10.
Muchlis, A. (2017). Foreign Language Reading Anxiety Among Indonesian EFL Senior High School Students. English Franca, 1(1): 19-44.
Phakiti, A. (2008). Construct validation of Bachman and Paler’s (1996) strategic competence model over time in EFL reading tests. Language Testing, 25(5), 237-272.
Saito, Y., & Samimy, K. (1996). Foreign language anxiety and language performance: A study of learner anxiety in beginning, intermediate, and advanced-level college students of Japanese. Foreign Language Annals, 29, 239-251.
Saito, Y., Thomas J. G., & Horwitz, E. K. (1999). Foreign language reading anxiety. Modern Language Journal, 83(2), 202-218.
Sellers, V. D. (2000). Anxiety and reading comprehension in Spanish as a foreign language. Foreign Language Annals, 33(5), 512-521.
Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29(4), 431-449.
Shi, Y., & Liu, Z. (2006). Foreign language reading anxiety and its relationship to English achievement and gender. Journal of PLA University of Foreign Languages, 29, 59-65.
Smith, E. R. (2000). Social cognition. In A. E. Kazdin (Ed.), Encyclopedia of psychology, 7, 324-329. Oxford, UK: Oxford University Press.
Song, M. J. (1999). Reading strategies and second language reading ability: The magnitude of the relationship. English Teaching, 54(3), 73-95.
Spielberger, C. D. (1983). Manual for the state-trait anxiety inventory (Form Y). Palo Alto: Consulting Psychological Press.
Tanveer, M. (2007). Investigation of the factors that cause language anxiety for ESL/EFL learners in learning speaking skills and the influence it casts on communication in the target language. Academia, 64, 1-92.
Tomlin, R. S., & Villa, V. (1994). Attention in cognitive science and second language acquisition. Studies in Second Language Acquisition, 16(2), 183-203.
Tsai, Y., & Lee, C. (2018). An exploration into factors associated with reading anxiety among Taiwanese EFL learners. TEFLIN Journal, 29(1), 129-148.
Wu, K. H. (2010).The relationship between language learners’ anxiety and learning strategy in the CLT classrooms. International Education Studies, 3(1), 174-191.
Zhang, L. (2000). Uncovering Chinese ESL students' reading anxiety in a study abroad context. Asian Pacific Journal of Language in Education, 3(2), 31-52.
–––. (2002). Anxiety of overseas students in Chinese reading. Chinese Journal of Applied Linguistics, 4, 77-83.
Zhang, L. J., & Wu. A. (2009). Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use. Reading in a Foreign Language, 21(1), 37- 59.
Zhao, A., Guo, Y., & Dynia. J. (2013). Foreign language reading anxiety: Chinese as a foreign language in the United States. Modern Language Journal, 97(3), 764-778.
How to Cite
Obeiah, Salameh Fleih. 2024. “The Effect of Foreign Language Reading Anxiety on Jordanian EFL Teachers’ Orientation and Strategy Use”. Journal of Educational Sciences – Qatar University 24 (1). https://doi.org/10.29117/jes.2024.0165.
Section
Articles in English