Foreign Language Reading Anxiety among Yemeni Secondary School Students

Abstract

The aim of this study was to examine Foreign Language (FL) reading anxiety level of Arabicspeaking Yemeni students learning English as a foreign language (n = 106). It utilized (a) a background information questionnaire, (b) the Foreign Language Reading Anxiety Scale (FLRAS), and (c) students' English school marks. Results of the study showed that learners of English experienced an above moderate level of FL reading anxiety. There was no significant difference between students' FL reading anxiety and their gender. However, a statistically reliable difference between the means of public and private schools regarding their FL reading anxiety in favor of the private school. Moreover, a positive correlation was found between students' FL reading anxiety and their type of school. Difficulties of uncertainty, pronunciation of English words, unfamiliar topic, unknown vocabulary, reading aloud, using word by word translation, unfamiliar English culture and history, unfamiliar grammar, English letters and symbols were identified as the major sources of FL reading anxiety.

Keywords

• FL Reading Anxiety
• Yemeni Students
• Students' Variables
• Secondary School
• FLRAS