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A Study of the Relationship between Korean EFL College Students` Reading Strategy Use and Reading Anxiety
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Type
Academic journal
Author
Yang, Mi-Hwa (Indiana State University) Ahn, Byeong-Kil (Gyeongnam National University of Science and Technology)
Journal
The New Association Of English Language & Literature THE NEW STUDIES OF ENGLISH LANGUAGE & LITERATURE No.63 KCI Accredited Journals
Published
2016.2
Pages
219 - 245 (27page)
DOI
10.21087/nsell.2016.02.63.219

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A Study of the Relationship between Korean EFL College Students` Reading Strategy Use and Reading Anxiety
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Abstract· Keywords

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The purpose of this research is to identify English reading strategies that are frequently used by Korean EFL university students as well as differences found in the use of foreign language reading strategies by gender and reading anxiety. A 30-item Survey of Reading Strategy (SORS) developed by Mokhtari and Sheorey (2002) and the 20-item Foreign Language Reading Anxiety Scale (FLRAS) developed by Saito et.al (1999) were used with descriptive statistics (means, frequencies, standard deviations, and etc.) to investigate the overall reading strategy use, reading strategy use in three categories, and the most and least used strategy items. The descriptive statistics for overall reading strategy use showed that the participants used a medium degree of reading strategy use. The current result indicates a medium use of each of the three strategy categories. Pearson’s r correlation indicated no significant correlations between reading strategy and the three categories of strategy variables and reading anxiety.
#Reading Strategy Use #Foreign Language Reading Anxiety #Metacognitive awareness #global strategies #problem-solving strategies

Contents

Ⅰ. Introduction
Ⅱ. Literature Review
Ⅲ. Research Methods
Ⅳ. Results
Ⅴ. Discussion and Conclusion
Works Cited

References (43)

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Aarnoutse, C., & Schellings, G. “Learning Reading Strategies by Triggering Reading Motivation.” Educational Studies 29(4) (2003): 387-409. google schola Abu-Rabia, S. “Teachers’ Role, Learners’ Gender Differences, and FL Anxiety Among Seventh-Grade Students Studying English as a FL.” Educational Psychology 24(5) (2004): 711-21. google schola Alsamadani, A. “The Effects of the 3-2-1 Reading Strategy on EFL Reading Comprehension.” English Language Teaching 4(3) (2011): 184-91. google schola Carrell, P. L. “Can Reading Strategies Be Successfully Taught?” The Japan Association for Language Teaching Journal 22(3) (1989): 7-14. google schola . “Metacognitive Awareness and Second Language Reading.” Modern Language Journal 73, (1989): 121-34. google schola

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UCI(KEPA) : I410-ECN-0101-2016-840-002658196