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Investigating the Impact of Collaborative Strategic Reading on Reading Comprehension and Reading Anxiety Among High School EFL Lower Attainers

合作策略閱讀對高中英語低成就學生之閱讀理解和閱讀焦慮的影響

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Abstract

Compared to foreign language (FL) communication anxiety, less is known about FL reading anxiety, especially among novice EFL readers. This is a notable limitation given that previous research has shown that FL reading anxiety can negatively influence the cognitive abilities of learners during reading according to Katzir et al., (Frontiers in psychology, 9(1180), 1-13, 2018). Collaborative Strategic Reading (CSR) is one approach that combines cooperative learning and reading comprehension strategies that can address the negative effects of FL reading anxiety by Klingner and Vaughn (1999). However, most previous research on CSR has focused on learners of mixed abilities and examined its impact on reading comprehension only. Using questionnaires, reading tests, and semi-structured interviews, the present study explores the efficacy of CSR in both improving reading comprehension and alleviating reading anxiety through a 7-week intervention study with 60 low-performing EFL students in a Chinese high school. No significant difference in reading test results was found between the control group and the experimental group; however, learners in the experimental group reported lower FL reading anxiety after intervention. In addition, reading test results negatively correlated with FL reading anxiety levels. Group interviews indicated that CSR enhanced the reading engagement of participants. These findings that CSR appeared to reduce FL anxiety and improve reading engagement among novice EFL learners have important implications for language pedagogy and teacher training.

摘要

和外語 (FL) 溝通焦慮相比, 外語閱讀焦慮較不為人知, 尤其是在新手EFL讀者間。這是一個顯著的局限性, 因為先前的研究顯示, 外語閱讀焦慮會對學習者閱讀過程中的認知能力產生負面影響 (Katzir et al. 2018)。 合作策略閱讀 (CSR) 是一種將合作學習和閱讀理解策略相結合的方法, 可以處理外語閱讀焦慮的負面影響 (Klingner & Vaughn, 1999); 然而, 以往大多數的CSR研究都聚焦在不同能力的學習者身上, 並只探究CSR對閱讀理解的影響。本研究採問卷調查、閱讀測驗和半結構式訪談, 對中國一所高中60名英語低成就的學生進行為期七週的介入性研究, 探討了CSR在提升閱讀理解能力和舒緩閱讀焦慮的功效。研究結果顯示, 對照組和實驗組閱讀測驗的結果並沒有顯著差異; 然而, 實驗組的受試者接受干預後的外語閱讀焦慮降低了。此外, 閱讀測驗的結果和閱讀焦慮的層度呈現負相關, 小組訪談結果顯示, CSR提高了受試者的閱讀投入度。這些研究結果顯示, CSR似乎減輕了新手EFL讀者的焦慮, 提高了其閱讀投入度, 這些結果對語言教學和教師培訓上有重要的啟示。

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    Ying Xiong

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Xiong, Y. Investigating the Impact of Collaborative Strategic Reading on Reading Comprehension and Reading Anxiety Among High School EFL Lower Attainers. English Teaching & Learning (2024). https://doi.org/10.1007/s42321-024-00168-x

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