Impact of Reading Anxiety on Reading Comprehension Performance in ESL Classroom of Boys’ Degree College Larkana, Sindh, Pakistan

Abstract

This study investigates the impact of foreign language reading anxiety upon reading comprehension performance, the factors that affect comprehension performance, covering second language (L2). All Participants were Pakistani, studying English as a second language at government boys Degree College, Larkana, Sindh Pakistan. They were asked to fill the foreign language reading anxiety scale (FLRAS; Saito, Horwitz, & Garza, 1999) was developed to measure reading anxiety in L2. Reading comprehension tests were used to investigate students’ reading comprehension performance in L2. Correlation analysis indicated that effect of reading anxiety was significant on reading comprehension performance of the students, it can be stated that students of boys Degree College face considerable challenges in comprehending the topics written with English. Students are unable to comprehend topics and concepts as they did not merely have lack of expertise in reading meanwhile, understanding, and pronunciation is also some fundamental challenges that are challenging the reading comprehension of students. In addition, the study found students face considerable challenges in reading comprehension also because they fail to remember letters. It can be stated that challenges for the students in the form of pronunciation, remembering letters, understanding collectively or individually results in the lower self- esteem, confidence and increased reading anxiety. Further, Reading anxiety which is developed due to discussed challenges has a significant impact on foreign reading comprehension performance. The study suggests that because of low self-esteem and confidence, students dislike reading in an ESL classroom.

Keywords: anxiety, foreign reading anxiety, reading comprehension performance

DOI: 10.7176/JEP/11-26-09

Publication date:September 30^th 2020