Secondary School Students Reading Anxiety in a Second LanguageReportar como inadecuado

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English Language Teaching, v8 n11 p28-41 2015

Developing an appropriate competence in reading in English as a second language is a key factor for subsequent academic success. This study investigated second language reading anxiety of secondary school students. A questionnaire was distributed to 72 female students and focus-group interviews were conducted with 19 volunteer students. Overall results reveal significant differences between the levels of reading anxiety reported by students relative to their general area of study (viz., science or arts). All the recorded differences were in favor of students in the science track. Most of the sources of reading anxiety that were identified by the students were related to language proficiency, specifically knowledge of vocabulary and grammatical rules.

Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Grammar, Vocabulary Development, Language Proficiency, Anxiety, Reading Attitudes, Secondary School Students, Focus Groups, Interviews, Questionnaires, Student Attitudes, Females, Science Instruction, Art Education, Reading Strategies, Foreign Countries, Qualitative Research, Statistical Analysis, Grade 11

Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt[at]; Web site:

Autor: Ismail, Sadiq Abdulwahed Ahmed


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