مطالب مرتبط با کلیدواژه

Foreign Language Reading Anxiety


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Interrelationship among Foreign Language Reading Anxiety, Reading Proficiency and Text Feature Awareness in the University Context(مقاله علمی وزارت علوم)

کلیدواژه‌ها: Foreign Language Reading Anxiety Reading Proficiency

حوزه های تخصصی:
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This paper reports the results of a study designed to investigate the interrelationship of Foreign Language Reading Anxiety (FLRA)، Reading Proficiency (RP) and Text Feature Awareness (TFA). The aim was to focus on how foreign language reading anxiety and text feature awareness are related and how، in turn، they affect students reading proficiency. That is، it south to determine how these three constructs correlate with each other. This study surveyed and analyzed 74 students from Shahid Bahonar University of Kerman. The results indicated that there is no significant relationship between RP and RA، positive significant relationship between RP and TFA and negative significant relationship between TFA and RA. Also results revealed that there is no significant difference between foreign language reading anxiety، reading proficiency and text feature awareness scores of male and female students، as a result; there is no relationship between gender and these three constructs
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Effects of Different Culturally-Based Materials on EFL Learners’ Reading Anxiety, Reading Self-Efficacy, and Reading Proficiency in Project-Based Classes(مقاله علمی وزارت علوم)

کلیدواژه‌ها: culturally-oriented texts Foreign Language Reading Anxiety reading comprehension self-efficacy Reading Proficiency project-based learning

حوزه های تخصصی:
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This article sets out to examine the effect of utilizing different culturally-based materials on EFL university students' foreign language reading anxiety, reading comprehension self-efficacy, and reading proficiency within project-based classes. The research was carried out with two classes of intermediate freshmen majoring in English Language Teaching. The comparison group had to present their projects based on the reading passages of the book "Active" (L2 culturally-oriented texts) and the experimental group had to deliver their projects based on their L1 and L2 culturally-based reading texts designed by the researcher. Reading comprehension self-efficacy scale, foreign language reading anxiety scale, and the reading section of the Michigan Test (1998) were administered to students as pre-tests and post-tests at the beginning and at the end of one academic year consisting of two project-based reading courses. ANCOVA was utilized for analyzing the data. The results indicated that although in both groups significant improvements were observed regarding the three aforementioned variables, it was the experimental group that showed significantly less degrees of anxiety, compared to the comparison group. However, no differences regarding reading self-efficacy and reading proficiency were observed between the two groups. The findings of this study suggest that EFL teachers, material developers and syllabus designers can take advantage of cultural familiar texts when generating their own learning materials.