Factors of Foreign Language Reading Anxiety in a Taiwan EFL Higher Education Context

Abstract

Although there is increased attention on investigating foreign language reading anxiety around the world, factors causing EFL reading anxiety have rarely been investigated, especially in the researched setting. Therefore, this study aimed to explore and understand the underlying problems and factors that lead to foreign language reading anxiety in a Taiwanese university context. The study employed two survey instruments (i.e., the background questionnaire and FLRAS) and one English reading test to answer the research questions. A total of 98 undergraduate English-major students participated in this study. The results reveal that gender has an important impact on foreign language reading anxiety. While time spent each week reading in English and learners’ English proficiency levels did not have significant results, they still have an influence on individual differences.