Unravel reading strategy12/6/2023 ![]() Therefore, a learner should have a strong reading skill to be able to process the vocabulary, phrases and sentences read because the content delivers different messages. Hence, the learners must read and understand the messages in different contexts provided. The exam for English subject consists of two papers Paper 1 (Directed Writing and Continuous Writing) and Paper 2 (questions on understanding vocabulary, grammar, information transfer, reading comprehension, summary, poem and novel). In Malaysia, ESL learners sit for a public examination known as Sijil Pelajaran Malaysia (SPM) at the end of their secondary school years in form five. Although reading anxiety is not strongly experienced by rural ESL learners, yet, employing suitable reading strategies enhances learners’ language competence. This study implies that rural ESL learners experience medium level of reading anxiety when reading English materials and the use of strategies correlates positively with language competence. The result shows that there is a weak negative correlation between reading anxiety language competence and a weak positive correlation between reading strategies and language competence. ![]() Rural ESL learners’ language competence is based on their first examination of English grade. Two instruments, namely, EFL Reading Anxiety Instrument (EFLRAI) and the Survey of Reading Strategies (SORS), were employed to measure their anxiety level and reading strategies respectively. This paper discusses a survey that explores the relationship between reading anxiety, strategies and language competence among n = 139 Form 4 secondary rural ESL learners. The anxiety that rural ESL secondary learners faced in their reading of English material affects their language competence which is reflected in their English paper grades and strategies employed while reading contribute s to a better result which reflects their language competence. The problem is overcome as learners seek to utilise suitable strategies as they read any English reading materials. This challenge causes anxiety to arise among rural ESL secondary learners while reading English related reading materials, which indirectly affects their language competence. Learning English as a second language (ESL) for rural secondary learners is challenging, especially related to reading skills.
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