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Foreign language reading anxiety and metacognitive strategies in undergraduates' reading comprehension.

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Title: Foreign language reading anxiety and metacognitive strategies in undergraduates' reading comprehension.
Authors: Ghaith, Ghazi M.1 gghaith@aub.edu.lb
Source: Issues in Educational Research. 2020, Vol. 30 Issue 4, p1310-1328. 19p.
Subject Terms: *Undergraduates, *Foreign language education, *Reading comprehension
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. [ABSTRACT FROM AUTHOR]
Copyright of Issues in Educational Research is the property of Australia's Institutes for Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Foreign language reading anxiety and metacognitive strategies in undergraduates' reading comprehension.
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  Data: *<searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br />*<searchLink fieldCode="DE" term="%22Foreign+language+education%22">Foreign language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Issues in Educational Research is the property of Australia's Institutes for Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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      – SubjectFull: Reading comprehension
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