Reading anxiety and strategies among rural ESL secondary learners in Baram, Sarawak

Sharon Litad Petrus (P96496)

Please use this identifier to cite or link to this item: https://ptsldigital.ukm.my/jspui/handle/123456789/460175

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DC Field	Value	Language
dc.contributor.advisor	Hajah Parilah Mohd Shah, Assoc. Prof. Dr.
dc.contributor.author	Sharon Litad Petrus (P96496)
dc.date.accessioned	2023-09-13T09:40:40Z	-
dc.date.available	2023-09-13T09:40:40Z	-
dc.date.issued	2021-01-26
dc.identifier.other	ukmvital:126017
dc.identifier.uri	https://ptsldigital.ukm.my/jspui/handle/123456789/460175	-
dc.description	Mastering English as a second language (ESL) among Malaysian secondary learners is still considered poor based on their English grade which reflects their language competence. Learners acquire and learn new English vocabulary by reading English related materials. Reading is a complicated process and it is a challenge for rural ESL secondary learners as they read unfamiliar English words and cultural context that leads to reading anxiety. A survey was carried out to investigate the level of reading anxiety that rural ESL secondary learners faced and the reading strategies they employ when reading English materials. The sample consists of 252 (n = 252) form four rural ESL learners from secondary schools in Baram District, Sarawak. They were selected through random sampling. This study discusses the correlation between reading anxiety and language competence, and reading strategies and language competence. It also investigates the difference between male and female with relation to reading anxiety. Two instruments were employed for the purpose; EFL Reading Anxiety Instrument (EFLRAI) and Survey of Reading Strategies (SORS). Language competence was determined based on learners’ first semester English grade. The findings were tabulated using descriptive statistics; frequency, percentage, mean and standard deviation and inferential statistics; Pearson product – moment correlation and Independent Samples t–Test. The findings revealed that the learners’ reading anxiety was at medium level and most students employed the usage of problem solving strategies and support strategies for reading strategies. It also reports a weak negative correlation between reading anxiety and language competence, and a very weak positive correlation between reading strategies and language competence. The difference between the two groups, male and female was found to be significant. This research benefits both educators and learners. The educators are made aware of the reading anxiety existence among rural ESL secondary learners and they can learn suitable reading strategies for them. Learners are able to be more confident when reading any English reading materials without feeling anxious with what they read. The findings of this research also add to the pool of literature to enhance the mastery of the language competence among rural ESL secondary learners.,Master of Education
dc.language.iso	eng
dc.publisher	UKM, Bangi
dc.relation	Faculty of Education / Fakulti Pendidikan
dc.rights	UKM
dc.subject	English language -- Baram -- Sarawak
dc.subject	Language competence
dc.subject	Universiti Kebangsaan Malaysia -- Dissertations
dc.subject	Dissertations, Academic -- Malaysia
dc.title	Reading anxiety and strategies among rural ESL secondary learners in Baram, Sarawak
dc.type	theses
dc.format.pages	213
dc.identifier.barcode	006373(2021)
Appears in Collections:	Faculty of Education / Fakulti Pendidikan

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