خلاصة:
The present study was conducted to explore the effects of teaching reading strategies on English as a Foreign Language (EFL) learners’ reading anxiety. To fulfill the purpose of this study, 55 intermediate EFL learners were selected among a total number of 90 through their performance on a sample piloted Preliminary English Test (PET), and then randomly assigned to two experimental and control groups (27 in the control and 28 in the experimental groups). Subsequently,
the Foreign Language Reading Anxiety Scale (FLRAS) was administered between the two groups to make sure that both groups were homogeneous in terms of their reading anxiety at the outset. Then both groups underwent the same amount of teaching time (14 sessions) by the same teacher using the same textbook. The students in the experimental group also received the instruction of the Super Six Comprehension Strategies (i.e. making connections, predicting,
questioning, monitoring, visualizing, and summarizing). Finally, the FLRAS was administered again as the posttest to both groups and their mean scores on the test were compared through an independent samples t-test. The results (t = 2,718, p = 0.009 < 0.05) led to the rejection of the null hypothesis, thereby indicating that there was a significant difference between the experimental group and control group. In other words, the instruction of reading strategies
significantly lowered EFL learners’ reading anxiety.
ملخص الجهاز:
"The Effect of Teaching Reading Strategies on EFL Learners’ Reading Anxiety Hamid Marashi1 & Payam Rahmati2 1.
Islamic Azad University at Central Tehran Received: April 9, 2017 Accepted: May 30, 2017 Online Published: June 20, 2017 Abstract The present study was conducted to explore the effects of teaching reading strategies on English as a Foreign Language (EFL) learners’ reading anxiety.
The findings of the study showed a significant difference between the experimental group and control group thus demonstrating that the instruction of reading strategies had a significant impact on EFL learners’ FLRA.
Many studies have reported a negative correlation between FLRA and reading comprehension achievement (Baker & Boonkit, 2004; Cubukcu, 2008; Hong, 2007; Marzban & Akbarnejad, 2012; Soleimani, 2008; Willingham, 2006; Zare, 2013).
The findings of this study are in line with Lien’s study (2011) in which the results indicated that EFL learners in the low-anxiety group were confident and tended to use global reading strategies such as guessing, referring to their background knowledge, or using tables or pictures to enable them to monitor or manage their reading.
In a slightly similar study, Oyetunji (2011) tried to implement a reading strategy instruction program (RSI) to see what effect it would have on L2 students’ use of strategies during reading on L2 students’ reading comprehension, and on L2 students’ English academic performance; the results showed that there was a significant difference between the self-reports responses of the participants and their actual performance in reading text."