Investigating the Effect of Scaffolded Extensive Reading as an Anxiety Reducing Strategy in an Iranian EFL Context
Subject Areas :
1 - Lecturer at Islamic Azad University, Abadeh Branch
Keywords: Foreign language reading anxiety (FLRA), extensive reading (ER), scaffolded reading,
Abstract :
Foreign Language Reading Anxiety (FLRA), distinguished as a distinct phenomenon from general language anxiety, has been shown to have a negative impact on reading comprehension skill especially for less proficient EFL learners. FLRA is believed to originate from "unfamiliar writing system" or learners' difficulty in pronouncing words and sentences (Saito, Graza, & Horwitz, 1999). Slow or word by word readers are often anxious while trying to read unfamiliar words. In addition, readers experience anxiety when they want to relate texts' message to their background knowledge; FLRA comes from "unfamiliar cultural materials" (Saito, et al., 1999). Pedagogical implications of FLRA studies usually suggest anxiety free situations as well as anxiety reducing strategies to help low level learners overcome their reading anxiety and better develop their reading skills. This study was conducted to find the possible effect of an amalgamate of scaffolded and extensive reading (SER) to relieve FLRA. Fourty low-ability readers were divided into two groups, control and experimental groups. Experimental group read 10 story books during ten weeks in a scaffolded environment, whereas control group continued their traditional reading class. Analysis of the results of the study indicated that after treatment, the experimental group was significantly less anxious than the control group and confirmed the effectiveness of the program to reduce FLRA of Iranian low proficient readers
Anderson, R. C. (1996). Research foundations to support wide reading. In V. Greaney (Ed.), Promotingreading in developing countries (pp. 55–77). Newark, DE: International Reading Association.
Arnold, N. (2007). Reducing foreign language communication apprehension with computer-mediated communication: A preliminary study. System 35, 469–486.
Bamford,J., & Day, R. R. (1997). Extensive reading: What is it? Why bother? The Language Teacher, 21 (5), 6-8.
Barret, M. E., & Datesman, M.K.(1992). Reading on your own: An extensive reading course. Boston: Heinle & Heinle.
Bell, T. (1998). Extensive reading: Why? How? The internet TESL Journal, 4, (12). Retrieved from http: //itselj.org/Articles/Bell-Reading.html in June 2008.
Bell, T. (2001). Extensive reading: Speed and comprehension. The Reading Matrix, 1(1). Retrieved from www.readingmatrix.com/articles/bell/index.html in June 2008.
Brantmeier, C. (2005). Anxiety about L2 reading or L2 reading tasks? A study with advanced language learners. The Reading Matrix, 5 (2), 67-75.
Brown, H. D. (2000). Principles of language learning and teaching (4th Edition). London: Addison Wesley Longman, Inc.
Brown, H. D. (2001). Teaching by principles: an interactive approach to language pedagogy (2nd Eddition). London: Addison Wesley Longman, Inc
Cho, K. & Krashen, S. (1994). Acquisition of vocabulary from the Sweet Valley Kids series: Adults ESL acquisition. Journal of Reading,37(8), 662-667.
Constantino, R.(1994). Pleasure reading helps, even if readers don't believe it. Journal of Reading, 3 (6),504-505.
Cramer, E. H. and Castle, M. (1994). Developing the Love of Reading. Newark, DE: International Reading Association.
Day, R. R., & Bamford, J. (1997). Extensive reading in the second language classroom. New York:Cambridge.
Day, R. R. & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.
Elley, W. B. (1996). Lifting literacy levels in developing countries: Some implications from an IEA study. In V. Greaney (Ed.), Promoting reading in developing countries: Newark, DE. International Reading Association.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Gee, R. W. (1999). Encouraging ESL students to read. TESOL Journal , 8 (1), 3-7.
Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25(3), 375-406.
Grabe, W. & Stoller, F. (1997). Reading and vocabulary development in a second language: A case study. In J. Coady &at. Huckin (Eds.), Second language vocabulary acquisition: A rationale for Pedagogy (pp.98-122). Cambridge: Cambridge University Press.
Green,J. M. and Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29, 261-297.
Hafiz, F. & Tudor, I. (1989). Extensive reading and the development of language skills. English Language Teaching Journal, 43(1), 4-11.
Hafiz, F. & Tudor, I. (1990). Graded readers as an input medium in L2 learning. System, 18(1), 31-42.
Hayashi, K. (1999). Reading strategies and extensive reading in EFL classes. RELC Journal, 30 (20), 114-132.
Hedgcock, J. & Atkinson, D. (1993). Differing reading writing relationships in L1 and L2 literacy development? TESOL Quarterly, 27 (2), 329-333.
Horwitz,E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal. 70, 125-132.
Janopoulos, M. (1986). The relationship of pleasure reading and second language writing proficiency. TESOL Quarterly, 20(4), 763-768.
Kargar, A. (2002). Anxiety and language learning: A study of the effect of anxiety on EFL reading comprehension. Unpublished MA Thesis. Islamic Azad University of Khorasgan, Isfahan.
Krashen, S. (1993). The power of reading. Englewood, CO: Libraries Unlimited.
Lantolf, J.P. (2000). Sociocultural theory and second language learning. Oxford: Oxford University Press.
MacIntyre, P.D. (1999). Language anxiety: A review of the research for language teachers. In: Young, D.Y. (Ed.), Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere. McGraw-Hill College, Boston.
Mason, B. & Krashen, S. (1997). Extensive reading in English as a foreign language.System,25 (1), 102.
Mischel, W. & P. K. Peake. (1982). Beyond déjà vu in the search for cross situational consistency. Psychological Review, 89, 730-755.
Nation, I. S. P. & Wang, K. (1999). Graded readers and vocabulary. Reading in a Foreign Language, 12(2), 355-380.
Newman, F. and Holtzman, L. (2005). Lev Vygotsky: Revolutionary Scientist. NY: Routledge Publications.
Ng, S. M. (1988). Research into children’s language and reading development. Singapore: Institute ofEducation.
Nuttall, D. (1996). Teaching reading skills in a foreign language. Oxford: Heinemann.
Onwuegbuzie, A.J., Bailey, P.& Daley, C. (2000). The validation of three scales measuring anxiety at different stages of the foreign language learning process: The input anxiety scale, the processing anxiety scale, and the output anxiety scale. Language Learning, 50 (1), 87–117.
Paran, A. (1996). Reading in EFL: facts and fictions. English Language Teaching Journal, 50(1), 25-34.
Parkinson, J., Jackson, L., Kirkwood, T. and Padayachee, V. (2007). A scaffolded reading and writing course for foundation level science students. English for specific purpose, 26, 443-461
Pigada, M. & Schmitt, N. (2006). Vocabulary acquisition from extensive reading: A case study. Reading in a Foreign Language, 18 (1).
Pitts, M., White, H.,& Krashen, S.(1989). Acquiring second language vocabulary through reading: Replication of the Clockwork Orange Study using second language acquirers. Reading in a Foreign Language,5 (2),271-275.
Polak, J. & Krashen, S. (1988). Do we need to teach spelling? The relationship between spelling and vocabulary reading among community college ESL students. TESOL Quarterly, 22,114-146.
Prowse, Philip. (2004). Top ten principles for teaching extensive reading: A response. Reading in Foreign Language, 14 (2), 1-4.
Richards, J. Schmidt, R. (Eds.). (2002). Longman dictionary of language teaching and applied linguistics (3rd ed.). London: Longman.
Robb, T. N. & Susser, B. (1989). Extensive reading Vs. skills building in an EFL context. Reading in a Foreign Language, 5(2), 239-251.
Saito, Y., Graza, T. J., & Horwitz, E. K. (1999). Foreign language reading anxiety. Modern Language Journal, 83(2), 202-218.
Sellars, V. (2000). Anxiety and reading comprehension in Spanish as a foreign language. Foreign Language Annals, 33 (5),512-521.
Taguchi, E. (2004). Developing reading fluency in EFL: How assisted repeated reading and extensive reading affect fluency development. Reading in a Foreign Language. 16(2), 91-99.
Tsang, Wai-King. (1996). Comparing the effects of reading and writing on writing performance. Applied Linguistics, 17 (2), 210-223.
Wodinsky, M. & Nation, P. (1988). Learning from graded readers. Reading in a Foreign Language, 5(1), 155-161
Yamashita, J. (2004). Reading attitude in L1 and L2, and their influence on L2 extensive reading. Reading in a Foreign Language,16 (1), 10-25.
Yamashita, J. (2007). The relationship of reading attitudes between L1 and L2: An investigation of adult EFL learners in Japan. TESOL Quarterly, 41(1), 81-105.
Yamashita, J. (2008). Extensive reading and development of different aspects of L2 proficiency. System, 36, 661–672.
Young, D. (2000). An investigation into the relationship between L2 reading anxiety and L2 reading comprehension, and self-reported level of comprehension, topic familiarity, features of an L2 text and reading ability in the L1 and L2. Current Research on the Acquisition of Spanish. (Eds.) Ron Leow & Cristina Sanz. Somerville: Cascadilla Press, 15-33.