The effect of Metacognitive Awareness of Reading Strategies Instruction on EFL learners’ Foreign Language Reading Anxiety

Document Type : Article

Authors

1 English Department, Farhangian University , p.o.box 14665-889 Tehran Iran

2 Department of English Language Teaching, Semnan Branch, Islamic Azad University, Semnan, Iran

10.22034/jelt.2024.16110.1102

Abstract

As a universal phenomenon, foreign language reading anxiety has interfered the process of language leaning. To alleviate the foreign language reading anxiety and enhance the learning environment, the current research sought to find out whether teaching metacognitive awareness of reading strategies has any effect on EFL learners’ foreign language reading anxiety. To do so, two intact classes with a total number of 51 undergraduate students from a public university in Iran were chosen as participants of the study and were randomly assigned to the experimental and control groups. The Foreign Language Reading Anxiety Scale and Metacognitive Awareness of Reading Strategies Inventory were administered to measure the participants’ foreign language reading anxiety and metacognitive awareness of reading strategies before and after the treatment. The results showed that teaching metacognitive awareness of reading strategies had positive effects on reducing the students’ foreign language reading anxiety. In addition, students of the experimental group revealed higher level of metacognitive awareness and perceived use of reading strategies after the treatment compared to that of the control group. The findings call for metacognitive awareness of reading strategies instruction to decrease students’ foreign language reading anxiety and improve their metacognitive awareness in language classes.

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JELT Journal | Farhangian University
Volume 3, Issue 1 - Serial Number 1024203
A Tribute to Morteza Yamini, The Iranian leading English professor and language researcher.
March 2024
Pages 177-203

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