Foreign Language Reading Anxiety and Metacognitive Strategies in Undergraduates' Reading Comprehension

Autor/in	Ghaith, Ghazi M.
Titel	Foreign Language Reading Anxiety and Metacognitive Strategies in Undergraduates' Reading Comprehension
Quelle	In: Issues in Educational Research, 30 (2020) 4, S.1310-1328 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	English (Second Language); Second Language Learning; Reading Comprehension; Reading Strategies; Anxiety; Metacognition; Problem Solving; Undergraduate Students; Young Adults; Native Language; Semitic Languages; Private Colleges; Foreign Countries; Lebanon + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; Angst; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Problemlösen; Young adult; Junger Erwachsener; Arabisch; Hebräisch; Privathochschule; Ausland; Libanon
Abstract	This study investigated the direct and indirect roles of foreign language reading anxiety (FLRA) and metacognitive reading strategies (global, problem-solving, support) in the reading comprehension of a cohort of undergraduate English as a foreign language (EFL) learners. A total of 103 college EFL participants enrolled in a private university in Lebanon took part in the study. Data were collected using a reading comprehension test, the "Survey of Reading Strategies Scale" (SORS), and the "Foreign Language Reading Anxiety Scale" (FLRAS). Results of correlational, path analysis, and Sobel testing revealed that global and problem-solving strategies were positively related to EFL reading comprehension, but not mediated by FLRA. Conversely, FLRA negatively impacted comprehension and mediated support strategies. Pedagogical implications underscore the need for integrating instruction in the global and problem-solving strategies as well as using humanistic approaches in teaching EFL reading in order to enhance comprehension and decrease FLRA. Further research is recommended to examine the generalisability of this study's findings and provide a more comprehensive perspective on the phenomenon of FLRA in EFL reading comprehension. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01