Foreign language reading anxiety and metacognitive strategies in undergraduates' reading comprehension

Abstract

This study investigated the direct and indirect roles of foreign language reading anxiety (FLRA) and metacognitive reading strategies (global, problem-solving, support) in the reading comprehension of a cohort of undergraduate English as a foreign language (EFL) learners. A total of 103 college EFL participants enrolled in a private university in Lebanon took part in the study. Data were collected using a reading comprehension test, the Survey of Reading Strategies Scale (SORS), and the Foreign Language Reading Anxiety Scale (FLRAS). Results of correlational, path analysis, and Sobel testing revealed that global and problem-solving strategies were positively related to EFL reading comprehension, but not mediated by FLRA. Conversely, FLRA negatively impacted comprehension and mediated support strategies. Pedagogical implications underscore the need for integrating instruction in the global and problem-solving strategies as well as using humanistic approaches in teaching EFL reading in order to enhance comprehension and decrease FLRA. Further research is recommended to examine the generalisability of this study's findings and provide a more comprehensive perspective on the phenomenon of FLRA in EFL reading comprehension.