Abstract

Developing an appropriate competence in reading in English as a second language is a key factor for subsequent academic success. This study investigated second language reading anxiety of secondary school students. A questionnaire was distributed to 72 female students and focus-group interviews were conducted with 19 volunteer students. Overall results reveal significant differences between the levels of reading anxiety reported by students relative to their general area of study (viz., science or arts). All the recorded differences were in favor of students in the science track. Most of the sources of reading anxiety that were identified by the students were related to language proficiency, specifically knowledge of vocabulary and grammatical rules.

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