Effects of reading anxiety, first language reading and English as foreign language proficiency on English reading comprehension

• Main Author: Hassani, Samira
• Format: Thesis
• Language: English
• Published: 2016
• Subjects: LB Theory and practice of education
• Online Access: http://eprints.utm.my/id/eprint/78515/1/SamiraHassaniPFP2016.pdf; http://eprints.utm.my/id/eprint/78515/; http://dms.library.utm.my:8080/vital/access/manager/Repository/vital:97522
• Institution: Universiti Teknologi Malaysia

Many researchers have studied foreign language (FL) reading comprehension, but there are only a few studies focusing on FL reading comprehension with different variables. This study highlights FL reading comprehension as a complex process. Because poor reading performance is not only due to poor reading ability, it is also likely to be as a result of anxiety in FL reading, especially for Iranian students who do not have enough opportunities to enhance their reading skill. Thus, this study explored effects of reading anxiety, Persian reading and English proficiency on English reading comprehension of Iranian students. It investigates which factor has the highest effect on English (FL) reading. A total number of 276 Iranian students as foreign language learners in three different levels of three different institutes participated in this study. An adopted questionnaire of Foreign Language Reading Anxiety Scale (FLRAS), Persian reading, vocabulary, grammar and English reading tests were used as primary sources of data collection. This study conducted semi-structured interview as the qualitative method of study to understand reasons of foreign language reading anxiety and factors affecting English reading comprehension difficulties in depth. Results of quantitative analysis indicated reading anxiety of pre-intermediate level and vocabulary, grammar and Persian reading in intermediate level and vocabulary, Persian reading and grammar in advanced level as the significant predictors of English reading comprehension. Qualitative analysis supported results of quantitative data in pre-intermediate and intermediate levels but indicated lack of vocabulary, reading technique, and Persian reading as the most important predictors of English reading comprehension among advanced learners. Future studies need to consider whether effects of reading anxiety, Persian reading and English proficiency on English reading comprehension vary if the researcher uses group discussion or written recall protocol besides interview and quantitative instruments among Iranian students.