Interrelationship among Foreign Language Reading Anxiety, Reading Proficiency and Text Feature Awareness in the University Context

Document Type : Research Paper


1 Islamic Azad University, Jiroft Branch, Iran

2 Shahid Bahonar University, Iran


This paper reports the results of a study designed to investigate the interrelationship of Foreign Language Reading Anxiety (FLRA), Reading Proficiency (RP) and Text Feature Awareness (TFA). The aim was to focus on how foreign language reading anxiety and text feature awareness are related and how, in turn, they affect students reading proficiency. That is, it south to determine how these three constructs correlate with each other.
         This study surveyed and analyzed 74 students from Shahid Bahonar University of Kerman. The results indicated that there is no significant relationship between RP and RA, positive significant relationship between RP and TFA and negative significant relationship between TFA and RA.
     Also results revealed that there is no significant difference between foreign language reading anxiety, reading proficiency and text feature awareness scores of male and female students, as a result; there is no relationship between gender and these three constructs. 


Alderson, J. C. (2005). Assessing Reading, Cambridge:CambridgeUniversity Press.
Barghchi, B. (2006). An Introspective Study of L2 Reading Anxiety, Unpublished master’s thesis, Mashhad:FerdowsiUniversity.
Brantmeier, C. (2005). “Anxiety about L2 reading or L2 reading tasks? A           study with advanced language learners”, The Reading Matrix 5(2),           pp. 67-85.
Duff, A., and Maley, A. (1991). Resource Books for Teachers: Literature,Oxford: OUP.
Golkar, M. (1996). The Impact of Implicit Logical Connectives on Learners’ Reading­ Comprehension, Unpublished master’s thesis,Tehran:    TarbiatModaresUniversity.
Kitano, K. (2001). “Anxiety in the college Japanese language classroom”,             Modern Language Journal 85(4), pp. 549-566.
Matsuda, S., and Gobel, P., (2004). “Anxiety and predicators of performance in the foreign language classroom”, System 32, pp. 21-36.
Mehrpoor, S. (2004). A Casual Model of Factors Affecting Reading         Comprehension Performance of Iranian Learners of English as a Second Language, Unpublished Ph.D. dissertation,Shiraz:ShirazUniversity.
Mehrpoor, S., and Riazi, A. (2004). “The impact of text length on students           reading comprehension”, Asian EFL Journal  3(6), pp. 21-34.
Reynold, L., and Walker, S. (2004). “You can’t see what words say: word              spacing and letter spacing in childerens’ reading books”, Journal of                          Research in Reading 27(1), pp. 87-98.
Saito, Y., Garza, T., and Horwitz, E., (1999). “Foreign language reading                anxiety”, The Modern Language Journal  83, pp. 202-218.
Sellers, V. (2000). “Anxiety and reading comprehension in Spanish as a                  foreign language”, Foreign Language Annals 33, pp. 512-521.
Shahcheraghi, A. (2007). On the Role of Cohesive Devices in Reading                    Comprehension and Their Relevance to Language Proficiency,               Unpublished master’s thesis,Tehran:AllameTabatabaiUniversity.       
Swales, J. M. (1990). Genre Analysis: English in Academic and Research    Settings, Cambridge:CambridgeUniversity Press.
Universityof CambridgeLocal Examinations Syndicate (UCLES), (2006), The IELTS Handbook, Cambridge: UCLES.
University of Cambridge Local Examinations Syndicate (UCLES), (2006),       Cambridge IELTS 5, examination papers from university of Cambridge ESOL examination: English for speakers of other languages, Cambridge: UCLES.
Williams, R., and Dallas, D. (1984). Aspects of Vocabulary in the     Readability of Content Area in L2 Educational Textbooks,London:    Longman.