Foreign language reading anxiety and its correlates: a meta-analysis

Despite the growing body of research on foreign language reading anxiety, there is still a dearth of comprehensive meta-analysis regarding the effect sizes of these studies. To fill the gap, this study meta-analyzed the overall average correlation between foreign language reading anxiety and its cor...

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Veröffentlicht in:Reading & writing Jg. 35; H. 4; S. 995 - 1018
1. Verfasser: Li, Rui
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Dordrecht Springer Netherlands 01.04.2022
Springer
Springer Nature B.V
Schlagworte:
Age Differences
Anxiety
Competence
Correlation
Education
Effect Size
Evidence
Foreign languages
Language
Language and Literature
Language Proficiency
Language Skills
Linguistic distance
Linguistics
Literacy
Meta Analysis
Moderators
Neurology
Psycholinguistics
Reading
Reading Skills
Reading Strategies
Second Language Learning
Second language reading
Second Languages
Self Efficacy
Social Sciences
Test Format
Reading anxiety
Reading strategy
Correlate
Foreign language
Meta-analysis
ISSN:0922-4777, 1573-0905
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Zusammenfassung:Despite the growing body of research on foreign language reading anxiety, there is still a dearth of comprehensive meta-analysis regarding the effect sizes of these studies. To fill the gap, this study meta-analyzed the overall average correlation between foreign language reading anxiety and its correlates among 9785 participants: two high-evidence correlates (language anxiety and reading performance with 18 to 27 aggregated effect sizes) and two low-evidence correlates (with less than nine aggregated effect sizes: reading self-efficacy and reading strategy). In addition, moderator analyses of target language, age, foreign language proficiency, language distance and test type were also carried out for the high-evidence correlates. The results obtained a moderate correlation of language anxiety and reading performance. The two low-evidence correlates had moderate-to-large and moderate effect sizes, with reading self-efficacy being moderate-to-large and reading strategy being moderate. Foreign language proficiency and age were significant moderators for some correlations. Implications of the findings were discussed.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:0922-4777
1573-0905
DOI:10.1007/s11145-021-10213-x