چکیده:
This study is aimed at investigating the general foreign language classroom
anxiety levels of Iranian university students through administering Horwitz
scale (FLCAS) in addition to examining their reading anxiety through
replicating Saito’s reading comprehension anxiety scale (FLRAS). The
researchers further checked the former by developing and performing a new
five–point Likert type questionnaire (IFLRAS). The psychometric properties of
this scale were measured and evaluated, in the first place, to confirm its
reliability and validity. To carry out this study, 507 male and female university
students of different major types were randomly selected from two national
universities (Tehran and Shahed). Also, their reading comprehension anxiety
was compared with regard to various variables such as gender, major type
(indicating their language proficiency, since more proficient students are apt to
be admitted in scientific and technical fields for which higher English entrance
mark is required in Iran) and university (which is an indication of length of
foreign language instruction, one vs. two semesters of General English course).
The data were analyzed using SPSS software. The results obtained through
applying Pearson Product Moment correlation, T-test, One way ANOVA,
Levene and Scheffe tests revealed that there is a positive relationship between
General foreign language classroom anxiety and reading comprehension
anxiety(r=0.54). Furthermore, gender can positively affect students’ reading
anxiety (t=-2.09).Students of different major types have different reading
anxiety levels F(4,491)=6.965 p<0.01. Two universities are also distinct
concerning reading comprehension anxiety levels of their students (t=-2.2o).
خلاصه ماشینی:
J. Humanities (2015) Vol. 22 (1): (53-85) The Effect of Second Language Learning Anxiety on Reading Comprehension of Iranian University Students1 Reza Moghaddam Kiya2 Received: 2012/11/4 Accepted: 2014/6/14 Abstract This study is aimed at investigating the general foreign language classroom anxiety levels of Iranian university students through administering Horwitz scale (FLCAS) in addition to examining their reading anxiety through replicating Saito’s reading comprehension anxiety scale (FLRAS).
Also, their reading comprehension anxiety was compared with regard to various variables such as gender, major type (indicating their language proficiency, since more proficient students are apt to be admitted in scientific and technical fields for which higher English entrance mark is required in Iran) and university (which is an indication of length of foreign language instruction, one vs.
The results obtained through applying Pearson Product Moment correlation, T-test, One way ANOVA, Levene and Scheffe tests revealed that there is a positive relationship between General foreign language classroom anxiety and reading comprehension anxiety(r=0.
Elkhafaifi (2005) conducted a study with Arab students of English the result of ANOVA indicated a significant difference between males and females in their level of learning anxiety with females being more anxious.
Based on the findings of his study he proposed that reading anxiety exists as a phenomenon separate from general foreign language anxiety, and it changes according to the students' proficiency level.
J. Humanities (2015) Vol. 22 (1) To answer whether reading comprehension anxiety exists as a phenomenon distinguishable from general foreign language learning anxiety, the correlation co-efficient was calculated for both "FLRAS" and "FLCAS".