READING ANXIETY AND STRATEGY USE AMONG MANDARIN LEARNERS AT UNIVERSITI SAINS ISLAM MALAYSIA (USIM): A CORRELATIONAL STUDY
DOI:
https://doi.org/10.35631/IJEPC.1164058Keywords:
Foreign Language, Reading Anxiety, Mandarin, Reading Strategies, Malaysian Higher EducationAbstract
Foreign language reading anxiety represents an important affective dimension of language learning; however, its relationship with reading strategy use remains comparatively underexplored among learners of Mandarin as a foreign language, particularly in Malaysia. This quantitative correlational study examined foreign language reading anxiety and reading strategy use among 139 non-native Mandarin learners at Universiti Sains Islam Malaysia (USIM). Data were collected using the Foreign Language Reading Anxiety Scale (FLRAS) developed by Saito, Horwitz, and Garza (1999) and the Survey of Reading Strategies (SORS) developed by Mokhtari and Sheorey (2002). Descriptive analysis indicated a moderate level of reading anxiety (M =3.42, SD = 0.56) and moderate overall reading strategy use (M = 3.46, SD = 0.47). Among the three strategy dimensions, Problem-Solving Strategies were used most frequently (M = 3.71), followed by Global Strategies (M = 3.38) and Support Strategies (M = 3.29). Pearson’s correlation analysis revealed a statistically significant negative relationship between foreign language reading anxiety and overall reading strategy use (r = −.38, p < .01), indicating a medium effect size. At the subscale level, reading anxiety demonstrated the strongest negative association with Global Strategies (r = −.42), followed by Support Strategies (r = −.31) and Problem-Solving Strategies (r = −.29). Overall, the findings demonstrate that higher reading anxiety is associated with less frequent strategy use, particularly strategies involving planning and comprehension monitoring. The study extends understanding of the interplay between affective and strategic dimensions of Mandarin reading and highlights the pedagogical value of explicit reading strategy instruction within the Malaysian university context.
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