• The Journal of the Korea Contents Association
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• v.15 no.5
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• pp.630-638
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• 2015

This study examines university students' reading strategies based on English proficiency and reading anxiety. A total of 86 university students participated in the study and completed two questionnaires related to reading strategies[9] and reading anxiety[10]. The collected data was quantitatively analyzed using SPSS 21. The results indicated that advanced and intermediate students preferred to use Problem Solving Strategies(PROB), whereas beginning level readers tended to use and Global Reading strategies(GLOB). There was no significant relationship between reading anxiety and reading strategies. However, there were some differences between two groups. High anxiety students preferred to use reading materials and textual clues and try to focus on their reading when they have a difficulty. Low anxiety students tended to adjust reading pace and try to focus on comprehension and reread when they lost their focus. Based on the results of the study, several implications and limitations were discussed.

• The Journal of the Korea Contents Association
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• v.20 no.11
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• pp.492-500
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• 2020

The purpose of this study was to investigate (1) the aspect of the correlation among subcategories in English reading anxiety, (2) the aspect of the cause and effect relation. The reading anxiety was measured by a questionnaire. Then, the results were analyzed by SPSS program. The findings of this study were as follows: First, most of the sub-elements in reading anxiety in both groups correlate with one another even though the overall coefficient of correlation in high achievement group is rather higher. Second, it is also found that the lack of confidence for reading has negative influence on entire reading anxiety in both groups, which is followed by lengthy reading, evaluation and general anxieties in consecutive order. The implication of this study is that the teachers and students should be aware that the constituents of reading anxiety not only correlate with one another, but have great deal of relative influence on reading process. Therefore, teachers should organize a learning environment where learners can minimize the feeling of anxiety.