A case study: Sources of English language reading anxiety and emotional coping strategies of 6th, 7th, and 8th grade primary school learners

ABSTRACTA CASE STUDY: SOURCES OF ENGLISH LANGUAGE READING ANXIETY AND EMOTIONAL COPING STRATEGIES OF 6TH, 7TH, AND 8TH GRADE PRIMARY SCHOOL LEARNERSŞahin, NeslihanMA TEFL, English Language Teaching Department, Gazi UniversityThesis Supervisor: Assist. Prof. Dr. Benâ Gül PEKERJune, 2011-130 pagesIn this study, the factors that learners believe to provoke foreign language anxiety in reading tasks and the strategies that they use to cope with this anxiety were investigated. The aim was to provide insights into understanding the sources of anxiety in reading in a foreign language and the kinds of coping strategies that learners use against this emotion. The sample group was 6 th, 7th and 8th grade learners of English as a foreign language in Yazıhüyük Gazi Primary School in Nevsehir, Turkey. A total of 130 learners participated in the study.In order to meet the aims of the study, three research instruments were used. The first research instrument, the Foreign Language Reading Anxiety Scale (FLRAS), aimed to measure the amount of reading anxiety as experienced by the foreign language learners and to reveal the underlying factors that contribute to FL reading anxiety. This scale was inspired by different scales from different survey studies (Kim, 2000; Saito, Garza and Hortwitz, 1999; Hortwitz and Cope, 1986; Leary, 1983). The second research instrument, The Ways of Coping Questionnaire (WCQ), aimed to identify the coping strategies which are within the framework of appraisal theory. Specific strategies of secondary school learners in coping with anxiety in foreign language reading were examined using WCQ developed by Folkman and Lazarus (1985).The third research instrument, the Post Questionnaire Interviews, (PQI), aimed to confirm or disconfirm the issues investigated in the WCQ. Interviews were held with each participant with the aim of clarifying any issues that needed further attention. The findings were interpreted statistically and verbally.The study revealed four major findings. First, learners of English had a high level of (83%) foreign language reading anxiety. Second, five major sources of foreign language reading anxiety were identified: reading tasks, the attitude of the teacher, the nature of the reading text, personal factors and the classroom environment. Third, the distribution between these major sources of foreign language reading anxiety was close to each other (reading tasks 86%, the attitude of the teacher 84%, the nature of the reading text 83%, personal factors 82% and classroom environment 80%). Fourth, learners were both inclined to engage in the healthiest and the unhealthiest form of coping, that is seeking social support and detachment respectively. Learners were less likely to prefer self-blame and problem-focused coping.Key Words: Foreign Language Reading Anxiety, Sources of Foreign Language Reading Anxiety, Emotional Coping Strategies, Primary School Learners.