A Longitudinal Study of Foreign Language Reading Anxiety and Its Predicting Effects on Chinese University Students' Reading English Performance

Autor/inn/en	Liu, Meihua; Dong, Lianqi
Titel	A Longitudinal Study of Foreign Language Reading Anxiety and Its Predicting Effects on Chinese University Students' Reading English Performance
Quelle	In: Asia-Pacific Education Researcher, 32 (2023) 6, S.783-791 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Meihua)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-022-00694-x
Schlagwörter	Longitudinal Studies; Second Language Learning; Anxiety; Predictor Variables; Foreign Countries; College Students; Reading Achievement; English (Second Language); Likert Scales; Measures (Individuals); Communication (Thought Transfer); China (Beijing); Foreign Language Classroom Anxiety Scale + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Zweitsprachenerwerb; Angst; Prädiktor; Ausland; Collegestudent; Leseleistung; English as second language; English; Second Language; Englisch als Zweitsprache; Likert-Skala; Messdaten; Communication; thought; Kommunikation; Gedanke
Abstract	The present longitudinal study examined the changes in foreign language reading anxiety and its predicting effects on Chinese university students' reading English performance. The 29-item Foreign Language Reading Anxiety Scale (FLRAS), a background questionnaire and a reading quiz were administered to two intact classes of an English Reading course at three time points of an 18-week semester at a university in Beijing. The major findings were (a) The participants generally experienced a medium level of foreign language reading anxiety, (b) the participants' FLRAS level significantly increased first and then significantly decreased during the period, (c) the students' FLRAS scores were significantly negatively correlated with their reading performance at the three time points, (d) the students' FLRAS scores generally significantly negatively predicted their reading performance measured at the same time but not at a later time point, and (e) the students' reading performance did not predict their FLRAS levels. These findings indicate that anxiety is an important factor affecting students' reading comprehension in a second/foreign language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01