The purposes of this current study were twofold. First, it attempted to find out the level reading anxiety among EFL learners in rural schools. Second, sought determine whether there is a statistical difference between across gender and study. Seventy-seven from several Indonesian schools involved completing 27-items Reading Anxiety Inventory (EFLRAI). findings revealed different levels top-dow...

The present study was an attempt to determine a relationship between foreign language reading anxiety and reading strategy use among a group of EFL Iranian readers (no = 100) with low vs. high proficiency levels. To this end, FLRAS (Foreign Language Reading Anxiety Scale) developed by Saito, Horwitz, and Garza, (1999) was used in order to measure the participants’ level of anxiety in reading an...

This study aimed to analyze the relationship between reading anxiety and comprehension of ESP students in Universitas Muhammadiyah Malang. The participants this were 50 first-year Governmental Science who took intensive I. used correlational design two variables (Reading Reading comprehension). In collecting data, English Foreign Language Anxiety Inventory (EFLRAI) questionnaire was investigate...

Reading, an important skill in any language, becomes more difficult in a foreign language. The investigation of expository text comprehension between language groups conducted in 1999 at Vytautas Magnus University and South Carolina University (Škudienė, 1999) showed that the students of both language groups (Lithuanian and English) performed better in literal comprehension tasks. On these grou...

Many traditional motivation studies have argued that trait motivation strongly controls state motivation. This study, however, focuses more on state motivation and attempts to suggest a bottom-up approach whereby stimulating state motivation through the use of tasks has a potential to positively influence trait motivation. As few studies have argued the task administration and condition in rela...

The act of reading is not a mere interaction between the reader and text. It also involves engagement what he or she believes in. Readers find difficult because they have difficulties with vocabulary target language used in Next, some already barriers understanding hindered by related issues such as sentence structure culture-related phrases. fear top-down anxiety, bottom-up anxiety even classr...

it is well documented that language learning success or failure is influenced by the affective side of the learner. self-efficacy and anxiety are among the affective factors influencing language learning. this study first explores the relationship between efl learners' self-efficacy in reading comprehension and their reading anxiety. secondly, it explores the relationship between efl learners' ...