Abstract

Anxiety is a psychological factor commonly associated with such feelings as fear, apprehension and uneasiness. It is an individual’s affective reaction to a perceived or a real threat (MacIntyre, 1995). Foreign language reading anxiety (FLRA) refers to one’s negative attitudes which may, to some extent, account for the inhibition that s/he suffers from while reading a text in a foreign language (FL). Given that anxiety associated with FL has a strong impact on learners’ overall achievement (Cheng, Horwitz & Schallert, 1999; Sellers, 2000), FLRA may feature as a potent predictor of success in FL reading courses. Although numerous studies have focused on general FL anxiety, research aiming at unraveling FLRA including its various aspects has been far from being satisfactory. Hence, this study investigates the relationship between FLRA and reading strategy training in FL reading courses. Participants divided into experiment and control groups were selected through convenience sampling. Data were elicited through Foreign Language Reading Anxiety Scale (FLRAS) (Saito, Horwitz & Garza, 1999) and semi-structured interviews. The study indicates that though there has been a decrease in the control group’s FLRA levels, results of the experiment group have revealed intriguing findings. Still, analyses of the interviews with members of the experiment group have yielded divergent remarks regarding their perceptions of their FLRA levels.

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