The Relationship between Intermediate EFL Learners’ Reading Comprehension Performance and their Test Anxiety and Lexical Knowledge
Journal Title: International journal of Emerging Trends in Science and Technology - Year 2016, Vol 3, Issue 6
Abstract
Reading Comprehension (RC) plays a significant role in any academic field, especially in TEFL. This study aimed to illuminate and investigate one psychological and crucial factor influencing RC performance: Test Anxiety (TA). Furthermore, this study intended to probe into the role of lexical knowledge in RC. An attempt was made to assess the relationship among TA, LK, and RC. In so doing, after homogenizing the students as intermediate ones via a placement test, a valid questionnaire of TA (Richmond, Wrench, & Gorham, 2001) and also a Cambridge Lexical Knowledge Test were administered to the 38 intermediate students. Having administered the tests, the researcher asked the subjects to take part in a reading comprehension IELTS mock test. Based on the test, the subjects were divided into four groups: 1) High TA, High LK, 2) High TA, Low LK, 3) Low TA, High LK, and 4) Low TA, Low LK. The data collected from the questionnaire and also the vocabulary test as well as the scores given to their reading comprehension performances was analyzed through SPSS (21.00). Results indicated that there were statistically significant differences between the two groups of High LK, Low TA and the other three groups. This group outperformed the other groups. The Low LK, High TA group received the lowest scores in their reading comprehension performances. This proved the belief that those benefiting from a high mastery of lexical knowledge and lacking test apprehension while sitting for a test could attain the best records among all. The outcomes of this study can have benefits for both foreign language teachers and learners. They both can attain better results by focusing more on the psychological factor of TA in their roles. The findings of the present study demonstrated that more concentration ought to be placed on enhancing LK and lowering TA in order to augment students’ reading comprehension performances.
Authors and Affiliations
Fateme Nekoo Aghmenar
Keywords
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