The Effect of Foreign Language Reading Anxiety on Jordanian EFL Teachers' Orientation and Strategy Use

• Published in: مجلة العلوم التربوية Vol. 24; no. 1
• Main Author: Obeiah, Salameh Fleih
• Format: Journal Article
• Language: Arabic; English
• Published: Qatar University Press 10-07-2024
• Subjects: Anxiety; Orientation to reading; Self-assurance; Strategy use
• ISSN: 2706-6711; 2706-672X
• DOI: 10.29117/jes.2024.0165

Using the Foreign Language Reading Anxiety Scale (FLRAS), this study explores the core determinants of reading anxiety among Jordanian EFL teachers. It investigates the correlation between anxiety factors and strategy utilization (i.e., metacognitive, cognitive, and support strategies) as well as reading orientation, which determines a reader's active participation while reading. It looks at the sub-factors of reading anxiety: anxiety felt throughout the reading process, reading self-assurance, and anxiety when reading English characters. The findings of the study showed that Self-assurance was more influential and a constructive contributor to Jordanian English language teachers' utilization of metacognitive methods and the degree of orientation to reading than anxiety felt during reading.