Investigating the Source of Reading Anxiety among Undergraduate Saudi Female EFL Students in Translation Departments

Autor/inn/en	Zemni, Bahia; Alrefaee, Yasser
Titel	Investigating the Source of Reading Anxiety among Undergraduate Saudi Female EFL Students in Translation Departments
Quelle	In: TESOL International Journal, 15 (2020) 5, S.65-77 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2094-3938
Schlagwörter	Reading Comprehension; Anxiety; Student Attitudes; Pronunciation; Vocabulary Development; Foreign Countries; French; English (Second Language); Second Language Learning; Second Language Instruction; Females; Undergraduate Students; Comparative Analysis; Departments; Teaching Methods; Pronunciation Instruction; Saudi Arabia + Suchen Sie Ihr Suchwort? Leseverstehen; Angst; Schülerverhalten; Aussprache; Wortschatzarbeit; Ausland; Französisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Weibliches Geschlecht; Department; Abteilung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausspracheübung; Saudi-Arabien
Abstract	This study aimed to investigate the sources of reading anxiety among undergraduate female EFL students in KSA. The study compared the sources of reading anxiety between EFL students in the English Department and EFL students who study French as a foreign language. Also, the study compared between the students in terms of year of study (level 1, level 2, level 3, and level 4). The total number of participants were 507 participants, and the data were collected through a survey designed for the study to investigate the personal and text factors of reading anxiety. The analysis of the data through SPSS showed that there are no significant differences in reading anxiety among students according to department of study (English and French), and year of study. Moreover, the findings of the study showed that text sources, such as unknown vocabulary and unfamiliar pronunciation, contributed more to reading anxiety than the personal sources of reading anxiety. The study concluded that teachers need to pay more attention to enriching the students' vocabulary and improving their pronunciation, since this helps to alleviate students' reading anxiety. (As Provided).
Anmerkungen	English Language Education Publishing. Site Skills Training - Clark, Centennial Road, Clark Freeport Zone, Clark, Pampanga 2023, Philippines. e-mail: asianefl@gmail.com; Web site: https://www.elejournals.com/tesol-international-journal/; Web site: https://www.tesol-international-journal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01