





































English Language Teaching Educational Journal       ISSN 2621-6485 

Vol. 6, No. 1, April 2023, pp. 1-13  

       https://doi.org/10.12928/eltej.v6i1.7716     http://journal2.uad.ac.id/index.php/eltej/index        eltej@pbi.uad.ac.id 

 

Foreign language reading anxiety: Exploring the experiences of 

EFL students at a state university in Padang, Indonesia 
 

 

Fitrawati a,1,*, Insan Kamil b,2, David D. Perrodin c,3 

a,b English Language Department, Universitas Negeri Padang, Jln. Prof. Dr. Hamka, Air Tawar, Padang, Sumatra Barat, Indonesia Indonesia 

c Institute for Population and Social Research, Mahidol University, 999 Phutthamonthon Sai 4 Rd, Salaya, Phutthamonthon District, Nakhon Pathom 73170, 

Thailand  
1fitra_bing@fbs.unp.ac.id*, 2insankamil6285@gmail.com; 3daviddperrodin@gmail.com  

*Corresponding author 

 

 

A R T I C L E  I N F O 
 

ABSTRACT   
 

 

Article history 

Received 17 February 2023 

Revised 6 April 2023 

Accepted 22 April 2023 

 

This study investigates the levels of foreign language reading anxiety 

among EFL students at a state university in Padang, West Sumatra, 

Indonesia, to identify the main factors contributing to this anxiety. The 

study included 30 participants who provided data through two 

questionnaires. The first questionnaire utilized the Foreign Language 

Reading Anxiety Scale (FLRAS) to assess anxiety levels, while the 

second questionnaire aimed to determine the primary factor behind this 

anxiety. The results indicated that 67% of the students experienced 

moderate anxiety, 20% experienced high levels, and 13% reported low 

anxiety. The study identified two main factors influencing foreign 

language reading anxiety: text features and personal factors. Text features 

encompassed unfamiliar vocabulary, topics, and culture, while personal 

factors included concerns about the effect of reading and fear of making 

errors. The second questionnaire revealed that unfamiliar language 

ranked as the most dominant factor, followed by concerns about the 

impact of reading, unfamiliar topics, fear of making errors, and unfamiliar 

culture. Recognizing that reading anxiety is a common experience among 

language learners is essential. However, with the proper support and 

guidance, students can overcome these challenges and succeed in their 

English language learning journey. 

 

 

This is an open access article under the CC–BY-SA license.  
 

    

 

 
Keywords 

Foreign Language Reading Anxiety 

ELT students 

State University 

 

 

 

 

 

 

How to Cite: Fitrawati, Kamil, I., & Perrodin, D. D. (2023). Foreign language reading anxiety as experienced 
by EFL students of a state university in Padang, Indonesia. English Language Teaching Educational Journal, 
6(1), 1–15. https://doi.org/10.12928/eltej.v6i1.7716 

1. Introduction 

Early on, Saito et al. (1999) recognized that foreign language reading was a critical source 
of language input and a potential source of anxiety for learners. As such, reading anxiety can impede 
language learning progress and hinder reading comprehension (Rahmawati, 2017). Although anxiety 
is a widely acknowledged inhibiting factor in language classrooms (Al-Obaydi et al., 2023), previous 
research has predominantly focused on oral performance rather than reading activities (Cui, 2020; 
Oteir & Al-Otaibi, 2019; Özer & İşpınar Akçayoğlu, 2021; Toyama & Yamazaki, 2021; Zhang, 
2019). Yet, in academic settings, students often engage in reading more frequently than speaking 
activities (Bektaş‐Çetinkaya, 2019). 

Ahmad et al. (2013) proposed two comprehensive aspects of foreign language reading 
anxiety: personal and text feature factors. Three themes were identified under the text feature factors: 
unfamiliar vocabulary, topics, and culture. Within individual factors, the themes encompassed worry 

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2  English Language Teaching Educational Journal       ISSN 2621-6485 
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Fitriawati et.al. (Foreign language reading anxiety: Exploring the experiences of …) 

about reading effects and fear of making errors. Unfamiliar vocabulary is often regarded as the 
primary factor contributing to anxiety, as unfamiliar words hinder comprehension and generate 
anxiety (Januarty & Azizah Nima, 2018). Furthermore, reading in a foreign language requires 
understanding the cultural context, which can increase readers' anxiety (Lestari et al., 2018). 
Unfamiliar topics and vocabulary can impede reading comprehension as students struggle to relate 
to and comprehend the text (Mikami, 2023). Additionally, the fear of making errors when reading 
aloud and worrying about the consequences of such mistakes can intensify anxiety (Perrodin et al., 
2022). 

Muhlis (2017) evaluated foreign language reading anxiety and identified its potential factors 

among Indonesian EFL senior high school students. The findings revealed that more than half of the 

students experienced reading anxiety, with most falling into the medium anxiety level and a smaller 

proportion experiencing high anxiety levels. Unfamiliar vocabulary emerged as the most frequent 

factor contributing to reading anxiety. Similarly, Saito et al. (1999) initially examined English 

learners studying French, Russian, and Japanese, while Ahmad et al. (2013) later focused on 

university students from various majors (Mass Communication, Tourism, Hotel Management, and 

Law) taking Basic English courses. 

However, limited research has been conducted on foreign language reading anxiety levels 

and the dominant factors experienced by students in the English Language and Literature Department 

at the university level (Kamil & Fitrawati, 2022). It is often assumed that English major students are 

proficient in English and possess a good grasp of the four language skills: listening, speaking, 

reading, and writing. Consequently, English major students are expected to be less likely to 

experience reading anxiety (Siregar & Narius, 2019). To explore this further, additional studies 

should investigate whether EFL students, particularly those within the English Language and 

Literature Department of a prominent state university in Padang, West Sumatra, Indonesia, also 

encounter anxiety when reading English texts. 

2. Method 

The present study adopted a quantitative research approach to investigate the level of reading 
anxiety and identify the factors contributing to such reading anxiety among EFL students at a state 
university in West Sumatra, Indonesia. Quantitative research employs numeric and mathematical 
models to analyze, collect, and interpret data (Marvasti, 2018). To achieve this, a survey design was 
used, as it involves distributing a questionnaire to gather numeric descriptions of trends, attitudes, or 
opinions within a population by studying a sample of that population (Creswell, 2014). The survey 
data were then analyzed using descriptive statistics, encompassing numerical and graphical 
techniques to present, organize, and explore the collected data (Siedlecki, 2020). 

2.1 Population and Sample 

The population for this research comprised 157 EFL students enrolled in the English 
Language and Literature Department at a state university in Padang, West Sumatra, Indonesia, during 
the 2019 academic year. To obtain the sample, the researchers employed the simple random sampling 
technique. This method involved selecting participants from the population so that each individual 
had an equal chance of being chosen (Fraenkel et al., 2022). For this study, 30 students were chosen 
to take part in the study. 

2.2 Research Instrumentation 

 In this study, two adopted questionnaires were utilized to comprehensively assess the level 
of reading anxiety and investigate its dominant factor. The first questionnaire employed was the 
Foreign Language Reading Anxiety Scale (FLRAS), which consisted of 20-item statements 
specifically designed to capture various aspects of reading anxiety. Through the FLRAS, students 
provided self-reports on their anxiety levels regarding different facets of reading, their perceptions 
of reading challenges in a foreign language, and their perspectives on the complexity and difficulty 
of reading compared to other language skills. 

 The second questionnaire utilized in this study was developed based on the work of Al-
Shboul et al. (2013) and aimed to investigate the dominant factor contributing to reading anxiety. 
This questionnaire enabled students to self-report the factors influencing their reading anxiety in a 



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Fitriawati et.al. (Foreign language reading anxiety: Exploring the experiences of …) 

foreign language. It consisted of 25-item statements to assess various factors associated with reading 
anxiety. 

 By employing these two questionnaires, the researchers aimed to gather comprehensive data 
on both the level of reading anxiety and the dominant factors contributing to foreign language reading 
anxiety among the participants.  

2.3 Validity and Reliability 

To ensure the quality of the final data, the instruments utilized in this study underwent a 
thorough validity check. Experts from the English Language and Literature Department reviewed 
and provided comments on the validity of the items included in the questionnaires, affirming their 
suitability for research purposes. According to Creswell (2014), reliability refers to the consistency 
of scores over time when the instrument is administered a second time. When consistent findings are 
reproduced by these procedures in the same situation on multiple occasions or replicated by another 
researcher, the tool is considered reliable.  

The reliability coefficient's standard scale provides a categorization of the item achievement 
value, with values above 0.8 classified as "High," values between 0.7 and 0.8 as "Good," values 
between 0.6 and 0.7 as "Fair," and values below 0.6 as "Poor." In this study, the reliability test results 
for the first questionnaire, the FLRAS, yielded a score of 0.829, indicating high reliability. Similarly, 
the reliability test for the second questionnaire resulted in a score of 0.860, indicating high reliability. 

2.4 Technique of Data Collection  

The FLRAS and the developed questionnaire items were incorporated into Google Forms to 
facilitate data collection. This approach was chosen due to the logistical constraints posed by the 
participants' engagement in a field practice program, which made it difficult to gather everyone in 
one physical location. Upon completion, the questionnaires were analyzed using Microsoft Excel and 
SPSS Version 19. 

The analysis involved determining the mean and standard deviation scores. These scores 
were utilized to classify the levels of reading anxiety among the participants. Additionally, the 
developed questionnaire aimed to identify the factors contributing to reading anxiety among EFL 
students at a state university in West Sumatra, Indonesia. This questionnaire was also analyzed, 
focusing on determining the percentage of each factor's influence on reading anxiety. 

By employing these analytical approaches, a comprehensive understanding of reading 
anxiety levels and the factors affecting them was obtained within the context of the aforementioned 
EFL student population. 

2.5 Technique of Data Analysis 

A descriptive analysis was conducted to examine the foreign language reading anxiety 
experienced by students comprehensively. The primary objectives of this analysis were to collect 
data on the level of reading anxiety and identify the dominant factors contributing to this anxiety. 
Following the guidelines of Creswell (2014), the descriptive analysis employed means, standard 
deviations, and scores to provide valuable insights into the results. 

Data from the Foreign Language Reading Anxiety Scale (FLRAS) was collected and 
thoroughly analyzed to initiate the analysis. Mean, and standard deviation calculations determined 
the student's reading anxiety level. Participants who scored below the mean minus the standard 
deviation were classified as experiencing low anxiety. In contrast, those who scored above the mean 
plus the standard deviation were categorized as having high anxiety. Students falling between these 
two scores were considered to have a medium level of anxiety. The responses were assessed using a 
4-point Likert scale that included categories ranging from "strongly agree" (4) to "strongly disagree" 
(1). 

To further delve into the analysis, the sample responses were scored accordingly, and the 
percentages and categorizations of the respondents for each item were calculated, where values 
ranging from 0.76 to 100 are classified as "Strongly Agree," values from 0.51 to 0.75 as "Agree," 
values from 0.26 to 0.50 as "Disagree," and values from 0.0% to 0.25 as "Strongly Disagree." 

An essential aspect of understanding the foreign language reading anxiety experienced by 
students lies in the analysis of their responses. This analysis provides valuable insights into their 



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Fitriawati et.al. (Foreign language reading anxiety: Exploring the experiences of …) 

perspectives and attitudes toward specific statements or themes. In this context, the Total Response 
Rate reveals the percentage of participants actively responding to each item's statement. By 
examining the frequencies of the different response categories, such as Strongly Disagree (SD), 
Disagree (D), Agree (A), and Strongly Agree (SA), the overall level of engagement and response 
among the respondents can be determined. 

3. Findings and Discussion 

3.1 Students’ Reading Anxiety Level 

The primary objective of this research was to assess the level of reading anxiety among EFL 
students studying at a state university in West Sumatra, Indonesia. The participant's responses to the 
statements presented in the Foreign Language Reading Anxiety Scale (FLRAS) were considered to 
gauge the extent of their reading anxiety. The FLRAS scores range from 20 to 80, with higher scores 
indicating higher levels of reading anxiety. According to Wijayati et al. (2021), reading anxiety levels 
are categorized as low, medium, and high. As such, the student's scores ranged from a minimum of 
32 points to a maximum of 68 points. The mean score was calculated as 49.37, with a standard 
deviation of 9.44. 

Students were categorized based on their FLRAS scores to determine their anxiety levels. 
Those with scores lower than the mean minus the standard deviation were classified as having low 
anxiety. Students with scores higher than the mean and standard deviation were classified as 
experiencing high anxiety. Students falling between these two scores were considered to have a 
medium level of anxiety. Furthermore, scores below 40 indicated low anxiety, above 59 indicated 
high anxiety, and between 40 and 59 indicated medium anxiety. 

Analyzing the FLRAS scores allowed for a comprehensive understanding of the distribution 
of students' reading anxiety levels. Based on the frequency distribution, it was found that most 
respondents (20 students, or 67%) fell into the medium level of reading anxiety. Additionally, six 
students (20%) experienced a high level of reading anxiety, while four (13%) reported a low level of 
reading anxiety. Inconclusion, the majority of the students fell into medium anxiety level with a 
percentage of 67% (20 out of 30 respondents). 

3.2 Factors of Foreign Language Reading Anxiety 

The dominant factor of reading anxiety was analyzed using the adapted questionnaire developed by 
Ahmad et al. (2013). This questionnaire comprised 25 statements organized into five themes: (1) 
worry about reading effects, (2) fear of making errors, (3) unfamiliar culture, (4) unfamiliar topic, 
and (5) unfamiliar vocabulary. The themes were ranked in order of dominance, with the most 
prevalent theme listed first and the least prevalent theme listed last. The categorization and ranking 
of these themes can be found in Table 1. 

Table 1.  The Percentage of the Specific Factors of Reading Anxiety 

Aspects Statement Themes 
1 

(SD) 

2 

(D) 

3 

(A) 

4 

(SA) 

Total 

Response 

Rate (%) 

Category Rank 

Text 

Feature 

Factors 

1–5 
Unfamiliar 

vocabulary 
7.34% 30.66% 32% 30% 71.17% Agree 1 

6–9 
Unfamiliar 

Topic 
13.34% 29.16% 37.50% 20% 66.04% Agree 3 

10–14 
Unfamiliar 

Culture 
14% 44% 37.34% 4.66% 58.17% Agree 5 

Personal 

Factors 

15-19 

Fear of 

Making 

Error 

12.66% 36.66% 32.66% 18% 64% Agree 4 

20–25 

Worry 

about the 

Reading 

Effect 

11.11% 30% 37.22% 21.67% 67.36% Agree 2 



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Table 1 provides an overview of the percentage of responses related to specific factors 
contributing to reading anxiety. The factors were categorized into two main aspects: text feature 
factors and personal factors. Three main themes emerged under the text feature factors aspect: 
unfamiliar vocabulary, unfamiliar topics, and unfamiliar culture. The leading cause of reading 
anxiety was the unfamiliar vocabulary theme, with 71.17% of EFL students expressing a Total 
Response Rate. The second factor was the worry about the reading effect theme under the personal 
factors, which garnered 67.36% response as a cause of reading anxiety. The third factor causing 
reading anxiety was identified as the unfamiliar topic theme, with 66.04% of the Total Response 
Rate. The theme of fear of making errors under the personal factors ranked as the fourth factor, with 
64% of the Total Response Rate. Finally, the unfamiliar culture theme under the text feature factors 
aspect was determined to be the last factor contributing to reading anxiety, with a total response of 
58.17%. 

3.3 Unfamiliar Vocabulary 

Table 2 provides a comprehensive overview of the statistics, frequencies, and percentages of 

the data associated with the unfamiliar vocabulary themes. 

Table 2.  Percentage of Unfamiliar vocabulary 

No Item Description 
1 

(SD) 

2 

(D) 

3 

(A) 

4 

(SA) 

Total 

Response 

Rate (%) 

Category 

1 
Unfamiliar English words upset 

and worry me while reading.. 

3 14 9 4 

61.7% Agree 

10% 46.66% 30% 13.34% 

2 
Translating words helps me 

understand English texts.. 

0 7 14 9 

76.7% 
Strongly 

Agree 
0% 23.34% 46.66% 30% 

3 

A series of three unfamiliar 

words makes me anxious while 

reading in English. 

3 11 9 7 

66.7% Agree 

10% 36.66% 30% 23.34% 

4 

Knowing the translation of a 

text in English enhances my 

enjoyment.. 

0 2 7 21 

90.8% 
Strongly 

Agree 
0% 6.66% 23.34% 70% 

5 
I dislike English texts with 

numerous difficult words.. 

5 12 9 4 

60% Agree 

16.66% 40% 30% 13.34% 

Total 71.17% Agree 

 

 Table 2 provides a comprehensive overview of the statistics and descriptions of the responses 
related to the unfamiliar vocabulary theme. Five items (1–5) in the table encompass statements that 
revolve around unfamiliar vocabulary as a cause of reading anxiety. Item 1 highlights that 43.34% 
of the respondents agreed (30% agreed and 13.34% strongly agreed) that encountering unfamiliar 
words leads to feelings of upset and worry. This indicates that unfamiliar vocabulary significantly 
contributes to reading anxiety. Moving on to Item 2, 76.66% (46.66% agreed and 30% strongly 
agreed) agreed they needed to focus on translating words to comprehend the text. This suggests that 
when students cannot understand the meaning of words, they tend to experience anxiety due to 
difficulty comprehending the overall text.  

  Furthermore, 53.33% of the respondents agreed (30% agreed and 23.34% strongly 

agreed) with Item 3, which aligns with Ahmad et al.'s (2013) findings that unfamiliar words intensify 
the complexity of reading tasks and evoke anxiety. Additionally, 93.34% of the respondents (23.34% 
agreed and 70% strongly agreed) reported enjoying reading English texts when they know the 



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Fitriawati et.al. (Foreign language reading anxiety: Exploring the experiences of …) 

translation. This indicates that encountering unfamiliar words in the text triggers reading anxiety for 
these individuals. Finally, in line with Item 5, 43.34% of the students (30% agreed and 13.34% 
strongly agreed) agreed that encountering new or complex words frequently in a text acts as an 
obstacle that induces anxiety. The total percentage of responses with the unfamiliar vocabulary theme 
is 71.17%, establishing it as the predominant factor contributing to reading anxiety among the five 
themes analyzed. 

3.4 Unfamiliar Topic 

Table 3 displays the descriptive statistics, frequencies, and percentages of the data 
concerning unfamiliar topic themes. 

Table 3.  Percentage of Unfamiliar Topics 

No Item Description 
1 

(SD) 

2 

(D) 

3 

(A) 

4 

(SA) 

Total 

Response Rate 

(%) 

Category 

6 
Enjoy English reading when 

understanding part of the text. 

0 5 15 10 

79.2% 
Strongly 

Agree 
0% 16.66% 50% 33.34% 

7 

Prefer familiar topics over 

unfamiliar ones, especially in 

English. 

11 13 6 0 

45.8% Disagree 

36.66% 43.34% 20% 0% 

8 

Favorite English reading: short 

stories with simple words and 

common topics. 

1 3 15 11 

80% 
Strongly 

Agree 
3.34% 10% 50% 36.66% 

9 
Anxious when reading unfamiliar 

topics in English. 

4 14 9 3 

59.2% Agree 

13.34% 46.66% 30% 10% 

Total 66.04% Agree 

 

Table 3 provides the descriptive statistics for the responses related to unfamiliar topic 
themes. Four items (6–9) in the table contain statements concerning the impact of unfamiliar topics 
on reading anxiety. Regarding Item 6, a significant majority of respondents (83.34%) agreed (50% 
agreed and 33.34% strongly agreed) that they enjoy reading English texts when they can understand 
some part of the content. Item 7 reveals that 20% of the respondents prefer to avoid reading texts that 
discuss unfamiliar topics. In Item 8, a substantial proportion of the respondents (86.66%) agreed 
(50% agreed and 36.66% strongly agreed) that they prefer reading short stories because they use 
more straightforward language and more accessible vocabulary. Furthermore, Item 9 demonstrates 
that 40% of the respondents (30% agreed and 10% strongly agreed) reported experiencing anxiety 
when encountering unfamiliar topics. The Total Response Rate for unfamiliar topic themes is 
65.87%, indicating that this theme is the primary contributing factor to reading anxiety among the 
five themes analyzed. 

3.5 Unfamiliar Culture  

Table 4 below displays the statistics, descriptions, frequencies, and percentages of the data 
about unfamiliar cultural themes. Table 4 provides a comprehensive overview of the statistics, 
descriptions, frequencies, and percentages related to the unfamiliar culture theme. This theme is 
explored through five items (10–14) that examine its role as a factor causing reading anxiety. The 
results indicate that 50% of the respondents (43.34% agreed and 6.66% strongly agreed) 
acknowledged Item 10, highlighting multiple meanings for a single word, leading to inaccuracies in 
text comprehension. Similarly, 56.68% of the respondents (53.34% agreed and 3.34% strongly 
agreed) agreed with Item 11, stating that understanding word meanings does not guarantee an 
understanding of the author's intent. In Item 12, 30% of the respondents agreed that they engage in 
word-by-word translation to comprehend the text. However, they encounter difficulties when related 



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Fitriawati et.al. (Foreign language reading anxiety: Exploring the experiences of …) 

words result in different meanings. This frustration was further emphasized by Item 13, which 
received agreement from 46.66% of the respondents (36.66% agreed and 10% strongly agreed), 
highlighting the challenges posed by related words that alter the intended meaning. 

 

Table 4.  Percentage of Unfamiliar Culture 

Furthermore, Item 14 revealed that 26.66% of the respondents (23.33% agreed and 3.33% 
strongly agreed) often face situations where they cannot understand English texts, despite knowing 
the meaning of individual words. This demonstrates the complexity of comprehension beyond word-
level understanding. The total percentage of responses related to the unfamiliar culture theme is 
58.17%. These findings suggest that unfamiliar cultural elements significantly contribute to reading 
anxiety among the respondents. 

3.6 Fear of Making Error  

  Table 5 displays the statistical information, descriptions, frequencies, and 
percentages about the theme of fear of making an error. Table 5 presents a comprehensive analysis 
of the responses related to the fear of making errors theme. This table includes data from five items 
(15–19) that explore the impact of the fear of making mistakes on reading anxiety. Item 15 reveals 
that 36.66% of respondents (26.66% agreed and 10% strongly agreed) expressed concern about 
making errors while reading English texts, leading to increased anxiety. Similarly, Item 16 indicates 
that 66.66% of respondents (26.66% agreed and 40% strongly agreed) experience distress when they 
cannot comprehend the text they are reading. According to Item 17, 56.67% of respondents (46.57% 
agreed and 10% strongly agreed) admitted to spending excessive time searching for the meaning of 
every word due to a lack of confidence.  

Furthermore, Item 18 highlights that 43.33% of respondents (36.67% agreed and 6.66% 
strongly agreed) feel anxious about pronouncing unfamiliar words, indicating a lack of confidence 
in their pronunciation skills. Additionally, Item 19 reveals that 50% of respondents (26.66% agreed 
and 23.34% strongly agreed) prefer silent reading, possibly due to a fear of making pronunciation 
errors. Overall, the total percentage of responses related to the fear of making errors theme is 64%. 
This theme is the fourth dominant factor contributing to reading anxiety among the five themes 
analyzed. 

 

No Item Description 
1 

(SD) 

2 

(D) 

3 

(A) 

4 

(SA) 

Total 

Response 

Rate (%) 

Category 

10 

Multiple word meanings hinder my 

understanding of English texts. 

2 13 13 2 

62.5% Agree 

6.66% 43.34% 43.34% 6.66% 

11 

English text comprehension 

challenge: understanding words but 

not the writer's message. 

2 11 16 1 

63.3% Agree 

6.66% 36.66% 53.34% 3.34% 

12 

I translate word by word while 

reading English text. 

6 15 9 0 

52.5% Agree 

20% 50% 30% 0% 

13 

Frustrating when words in English 

are connected but have different 

meanings. 

1 15 11 3 

63.3% Agree 

3.34% 50% 36.66% 10% 

14 

Despite knowing every word's 

meaning, I struggle to understand 

English texts. 

10 12 7 1 

49.2% Disagree 

33.34% 40% 23.33% 3.33% 

Total 58.17% Agree 



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Table 5.  Percentage of Fear of Making Error 

No Item Description 
1 

(SD) 

2 

(D) 

3 

(A) 

4 

(SA) 

Total 

Response 

Rate (%) 

Category 

15 
Anxious about making errors 

while reading English text. 

4 15 8 3 

58.3% Agree 

13.34% 50% 26.66% 10% 

16 
Upset when unable to 

comprehend the text. 

1 9 8 12 

75.8% Agree 

3.34% 30% 26.66% 40% 

17 

Overprepare by searching for 

meanings of every word if asked 

by the lecturer. 

2 11 14 3 

65% Agree 

6.66% 36.67% 46.67% 10% 

18 
Anxious about encountering 

unfamiliar word pronunciations. 

6 11 11 2 

57.5% Agree 

20% 36.67% 36.67% 6.66% 

19 
Prefer silent reading over reading 

aloud. 

6 9 8 7 

63.3% Agree 

20% 30% 26.66% 23.34% 

Total 64% Agree 

 

3.7 Worry about the Reading Effect 

Table 6 provides a comprehensive analysis of the statistics, descriptions, frequencies, and 
percentages of the data related to the worry about the effect of the reading theme. Table 6 presents a 
comprehensive analysis of the statistics, descriptions, frequencies, and percentages of the data related 
to the worry about the effect of the reading theme. Six items (20–25) contain statements that reflect 
the fear of making errors as a factor causing reading anxiety. When examining the responses, it 
becomes evident that 53.34% of the respondents (20% agreed and 33.34% strongly agreed) 
acknowledged focusing more on reading correctly rather than on understanding the text during 
reading aloud. This emphasis on performance often hinders their comprehension of the text. 
Maintaining focus is crucial for students to comprehend English texts effectively. However, Item 21 
reveals that 43.34% of the respondents (33.34% agreed and 10% strongly agreed) find it challenging 
to understand the text while reading aloud.  

On the other hand, Item 22 indicates that 70% of the respondents (43.34% agreed and 26.66% 
strongly agreed) understand the text better when reading it silently. Concerning word accents, Item 

23 shows that 46.66% of the respondents (36.66% agreed and 10% strongly agreed) tend to focus on 
word accents, potentially inhibiting their reading comprehension. Additionally, 76.66% of the 
respondents (60% agreed and 16.66% strongly agreed) expressed feeling upset when they did not 
understand the text they read, as revealed by Item 24. Furthermore, Item 25 highlights that 63.34% of 
the respondents (30% agreed and 33.34% strongly agreed) reported losing focus and being easily 
disturbed due to worry about reading. These findings collectively contribute to understanding the 
worry about the theme of the reading effect. Overall, the Total Response Rate to the concern about 
the reading effect theme is 67.36%. This establishes the theme as the second dominant factor of 
reading anxiety among the five themes examined in the study. 

 

 

 

 



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Table 6.  Percentage of Worry about the Reading Anxiety 

No Item Description 
1 

(SD) 

2 

(D) 

3 

(A) 

4 

(SA) 

Total 

Response 

Rate (%) 

Category 

20 
Reading aloud: prioritize accuracy 

over text comprehension. 

3 11 6 10 

69.2% Agree 

10% 36.66% 20% 33.34% 

21 
Understanding text is harder while 

reading aloud in class. 

5 12 10 3 

59.2% Agree 

16.66% 40% 33.34% 10% 

22 
Silent reading enjoyable due to 

easy comprehension. 

3 6 13 8 

71.7% Agree 

10% 20% 43.34% 26.66% 

23 

In class, prioritize word accent 

over understanding when reading 

English text. 

6 10 11 3 

59.2% Agree 

20% 33.34% 36.66 10% 

24 
Upset when unsure about 

understanding English reading. 

1 6 18 5 

72.5% Agree 

3.34% 20% 60% 16.66% 

25 

When reading English text, I get 

disturbed easily by noises and do 

not remember what I have read. 

2 9 9 10 
75.2% Agree 

6.66% 30% 30% 33.34% 

Total 67.36% Agree 

 

3.8 Analysis and Interpretation 

The findings of this study provide valuable insights into the level of reading anxiety and its 
dominant factors among 30 EFL students at a state university in West Sumatra, Indonesia. Most 
respondents reported experiencing medium-level reading anxiety, with a notable percentage 
reporting high-level anxiety and a smaller portion reporting low-level anxiety. These findings align 
with previous studies conducted by Aisyah (2017), Al Faruq (2019), and Muhlis (2017), indicating 
a common prevalence of reading anxiety among students in similar contexts. 

Among the various factors contributing to reading anxiety, the theme of "unfamiliar 
vocabulary" emerged as the primary cause. Many respondents expressed anxiety when confronted 
with new or unfamiliar words. However, the study also revealed that understanding the meaning of 
words played a crucial role in alleviating anxiety (Badara et al., 2019). Respondents who agreed that 
knowing the translation of words enhanced their enjoyment of reading demonstrated a positive 
correlation between vocabulary comprehension and reduced anxiety. These findings support and 
corroborate the conclusions drawn by Aisyah (2017), Al Faruq (2019), Al-Shboul et al. (2013), 
Muhlis (2017), and Ahmad et al. (2013), highlighting the dominant role of unfamiliar vocabulary as 
a significant source of reading anxiety. 

The second most prominent factor identified in this study was the "worry about reading 
effect" theme. Anxiety within this theme stems from concerns related to performance (Zhang, 2019) 
and the fear of negative evaluation by peers or teachers (Perrodin et al., 2022). Interestingly, many 
students acknowledged focusing more on reading correctly rather than understanding the text during 
oral reading, which contrasts with the emphasis placed on the theme of being "afraid of making 
errors" in previous research conducted by Ahmad et al. (2013) and Muhlis (2017). These variations 
in findings emphasize the contextual nature of foreign language reading anxiety, suggesting that the 
dominant factors may vary depending on the specific circumstances and cultural context. 



10  English Language Teaching Educational Journal       ISSN 2621-6485 
      Vol. 6, No. 1, April 2023, pp. 1-13 
 

Fitriawati et.al. (Foreign language reading anxiety: Exploring the experiences of …) 

The remaining themes, including "unfamiliar topics," "fear of making errors," and 
"unfamiliar culture," were found to contribute to reading anxiety to a lesser extent. Unfamiliar topics 
presented challenges and led to anxiety when students lacked familiarity and interest in the subject 
matter (Dang, 2022). Similarly, the unfamiliar culture factor did not immediately cause anxiety but 
hindered overall comprehension due to incomplete knowledge of cultural references within the text 
(Jin et al., 2021). 

Based on the results obtained from the questionnaire about reading anxiety, the current study 
showed that the level of students' reading anxiety is at the medium level. This finding means that the 
group of students experienced reading anxiety at a moderate level. Similarly, Muhlis (2017) clarified 
that students' reading anxiety level is medium. It means the students feel anxious when reading 
activities in class. Recently, the study done by Al Faruq (2019) was consistent with the current results 
that students feel nervous when involved in reading activities. Linking reading anxiety to critical 
reading might be interpreted as a negative relationship, which means the more students feel anxious 
when they are involved in reading activity, the lower the reading comprehension score they will get. 

In summary, the findings of this study highlight the dominance of the "unfamiliar 
vocabulary" and "worry about reading effect" themes as the primary factors causing reading anxiety 
among EFL students. These results underscore the importance of vocabulary acquisition and 
addressing performance-related concerns in alleviating reading anxiety (Limeranto & Subekti, 2021). 
Educators and curriculum designers can utilize these findings to develop targeted strategies that 
mitigate anxiety and promote adequate reading comprehension among globalized EFL learners 
(Wijaya, 2022). Additionally, the contextual nature of reading anxiety should be acknowledged, as 
different factors may exert varying influences depending on the specific linguistic and cultural 
context (Valizadeh, 2021). 

4. Conclusion 

The study on foreign language reading anxiety among EFL students revealed essential 
insights into the levels and factors contributing to this phenomenon. It is evident that each student 
experiences anxiety to varying degrees and is influenced by different factors. The study's first finding 
indicated that more than half of the sample experienced a medium level of reading anxiety. This 
suggests that reading anxiety is a prevalent issue among EFL students, with 67% falling into the 
medium anxiety level, 20% experiencing high anxiety, and only 13% reporting low anxiety levels. 

The study identified two broad aspects that contribute to anxiety in reading: text features and 
personal factors. Under the text feature factor, themes such as unfamiliar vocabulary, unfamiliar 
topics, and unfamiliar culture emerged as prominent contributors to anxiety. Among these, unfamiliar 
vocabulary had the highest percentage (71.17% total response) and was ranked as the primary factor 
causing anxiety in reading. Unfamiliar topics followed closely, scoring 66.04% in total response and 
becoming the second factor contributing to reading anxiety. The unfamiliar culture theme obtained 
a 58.17% total response and was ranked as the least dominant factor among the five themes. 

Within the personal factor aspect, the worry about the reading effect emerged as the primary 
source of reading anxiety. This theme garnered a 67.36% total response and ranked as the second 
dominant factor. The fear of making errors was identified as the final theme in the personal factor 
aspect, scoring 64% in total response and ranking as the fourth dominant factor contributing to 
foreign language reading anxiety. 

The study concluded that EFL students at a prominent state university in Padang, West 
Sumatra, Indonesia, experience reading anxiety at a medium level. In descending order, the most 
dominant factors contributing to this anxiety were unfamiliar vocabulary, worry about the reading 
effect, unfamiliar topics, fear of making errors, and unfamiliar culture.  

This study sheds light on students' challenges when reading in a foreign language and 
highlights the importance of addressing these factors to alleviate reading anxiety. Educators and 
language instructors should consider implementing strategies and interventions to help students 
overcome anxiety and develop confidence in their foreign language reading abilities. By creating 
supportive learning environments and providing targeted language instruction, students can improve 
their reading skills and gain proficiency in the foreign language.  



ISSN 2621-6485 English Language Teaching Educational Journal   11 

     Vol. 6, No. 1, April 2023, pp. 1-13 

 

Fitriawati et.al. (Foreign language reading anxiety: Exploring the experiences of …) 

Acknowledgment 

The researcher extends the gratitude to all parties who helped in the process of this research 
project, data collection, data analysis and provided feedback so that this paper could be completed. 
Therefore, the researchers would like to thank and appreciate to all parties who have supported and 
encouraged the researchers to complete this manuscript. 

Declarations 

Author contribution : Fitrawati was responsible for the entire research project. He also led 

the writing of the manuscript and the collaboration with the second 

author. Insan Kamil revised and proofread the final draft. David D. 

Perrodin participated in the data collection, transcription and analysis. 

All the authors approved the final manuscript.  

Funding statement : This research did not receive any funding from any party. 

Conflict of interest : All authors declare that they have no competing interests. 

Ethics declaration 

 

 

 

 

 

Additional 
information 

: We as authors acknowledge that this work has been written based on 
ethical research that conforms with the regulations of our university 
and that we have obtained the permission from the relevant institute 
when collecting data. 
 
We support English Language Teaching Educational Journal (ELTEJ) 
in maintaining high standards of personal conduct, practicing honesty 
in all our professional practices and endeavors. 
 
No additional information is available for this paper. 

Conflict of interest : The authors declare no conflict of interest. 

Additional 
information 

: No additional information is available for this paper. 

 

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	Foreign language reading anxiety: Exploring the experiences of EFL students at a state university in Padang, Indonesia
	Fitrawati a,1,*, Insan Kamil b,2, David D. Perrodin c,3
	a,b English Language Department, Universitas Negeri Padang, Jln. Prof. Dr. Hamka, Air Tawar, Padang, Sumatra Barat, Indonesia Indonesia
	c Institute for Population and Social Research, Mahidol University, 999 Phutthamonthon Sai 4 Rd, Salaya, Phutthamonthon District, Nakhon Pathom 73170, Thailand
	1fitra_bing@fbs.unp.ac.id*, 2insankamil6285@gmail.com; 3daviddperrodin@gmail.com
	*Corresponding author
	How to Cite: Fitrawati, Kamil, I., & Perrodin, D. D. (2023). Foreign language reading anxiety as experienced by EFL students of a state university in Padang, Indonesia. English Language Teaching Educational Journal, 6(1), 1–15. https://doi.org/10.1292...
	1. Introduction
	Early on, Saito et al. (1999) recognized that foreign language reading was a critical source of language input and a potential source of anxiety for learners. As such, reading anxiety can impede language learning progress and hinder reading comprehens...
	Ahmad et al. (2013) proposed two comprehensive aspects of foreign language reading anxiety: personal and text feature factors. Three themes were identified under the text feature factors: unfamiliar vocabulary, topics, and culture. Within individual f...
	Muhlis (2017) evaluated foreign language reading anxiety and identified its potential factors among Indonesian EFL senior high school students. The findings revealed that more than half of the students experienced reading anxiety, with most falling in...
	However, limited research has been conducted on foreign language reading anxiety levels and the dominant factors experienced by students in the English Language and Literature Department at the university level (Kamil & Fitrawati, 2022). It is often a...
	2. Method
	The present study adopted a quantitative research approach to investigate the level of reading anxiety and identify the factors contributing to such reading anxiety among EFL students at a state university in West Sumatra, Indonesia. Quantitative rese...
	2.1 Population and Sample

	The population for this research comprised 157 EFL students enrolled in the English Language and Literature Department at a state university in Padang, West Sumatra, Indonesia, during the 2019 academic year. To obtain the sample, the researchers emplo...
	2.2 Research Instrumentation

	In this study, two adopted questionnaires were utilized to comprehensively assess the level of reading anxiety and investigate its dominant factor. The first questionnaire employed was the Foreign Language Reading Anxiety Scale (FLRAS), which consist...
	The second questionnaire utilized in this study was developed based on the work of Al-Shboul et al. (2013) and aimed to investigate the dominant factor contributing to reading anxiety. This questionnaire enabled students to self-report the factors in...
	By employing these two questionnaires, the researchers aimed to gather comprehensive data on both the level of reading anxiety and the dominant factors contributing to foreign language reading anxiety among the participants.
	2.3 Validity and Reliability

	To ensure the quality of the final data, the instruments utilized in this study underwent a thorough validity check. Experts from the English Language and Literature Department reviewed and provided comments on the validity of the items included in th...
	The reliability coefficient's standard scale provides a categorization of the item achievement value, with values above 0.8 classified as "High," values between 0.7 and 0.8 as "Good," values between 0.6 and 0.7 as "Fair," and values below 0.6 as "Poor...
	2.4 Technique of Data Collection

	The FLRAS and the developed questionnaire items were incorporated into Google Forms to facilitate data collection. This approach was chosen due to the logistical constraints posed by the participants' engagement in a field practice program, which made...
	The analysis involved determining the mean and standard deviation scores. These scores were utilized to classify the levels of reading anxiety among the participants. Additionally, the developed questionnaire aimed to identify the factors contributing...
	By employing these analytical approaches, a comprehensive understanding of reading anxiety levels and the factors affecting them was obtained within the context of the aforementioned EFL student population.
	2.5 Technique of Data Analysis

	A descriptive analysis was conducted to examine the foreign language reading anxiety experienced by students comprehensively. The primary objectives of this analysis were to collect data on the level of reading anxiety and identify the dominant factor...
	Data from the Foreign Language Reading Anxiety Scale (FLRAS) was collected and thoroughly analyzed to initiate the analysis. Mean, and standard deviation calculations determined the student's reading anxiety level. Participants who scored below the me...
	To further delve into the analysis, the sample responses were scored accordingly, and the percentages and categorizations of the respondents for each item were calculated, where values ranging from 0.76 to 100 are classified as "Strongly Agree," value...
	An essential aspect of understanding the foreign language reading anxiety experienced by students lies in the analysis of their responses. This analysis provides valuable insights into their perspectives and attitudes toward specific statements or the...
	3. Findings and Discussion
	3.1 Students’ Reading Anxiety Level

	The primary objective of this research was to assess the level of reading anxiety among EFL students studying at a state university in West Sumatra, Indonesia. The participant's responses to the statements presented in the Foreign Language Reading Anx...
	Students were categorized based on their FLRAS scores to determine their anxiety levels. Those with scores lower than the mean minus the standard deviation were classified as having low anxiety. Students with scores higher than the mean and standard d...
	Analyzing the FLRAS scores allowed for a comprehensive understanding of the distribution of students' reading anxiety levels. Based on the frequency distribution, it was found that most respondents (20 students, or 67%) fell into the medium level of r...
	3.2 Factors of Foreign Language Reading Anxiety

	The dominant factor of reading anxiety was analyzed using the adapted questionnaire developed by Ahmad et al. (2013). This questionnaire comprised 25 statements organized into five themes: (1) worry about reading effects, (2) fear of making errors, (3...
	Table 1.  The Percentage of the Specific Factors of Reading Anxiety
	Table 1 provides an overview of the percentage of responses related to specific factors contributing to reading anxiety. The factors were categorized into two main aspects: text feature factors and personal factors. Three main themes emerged under the...
	3.3 Unfamiliar Vocabulary

	Table 2 provides a comprehensive overview of the statistics, frequencies, and percentages of the data associated with the unfamiliar vocabulary themes.
	Table 2.  Percentage of Unfamiliar vocabulary
	Table 2 provides a comprehensive overview of the statistics and descriptions of the responses related to the unfamiliar vocabulary theme. Five items (1–5) in the table encompass statements that revolve around unfamiliar vocabulary as a cause of read...
	Furthermore, 53.33% of the respondents agreed (30% agreed and 23.34% strongly agreed) with Item 3, which aligns with Ahmad et al.'s (2013) findings that unfamiliar words intensify the complexity of reading tasks and evoke anxiety. Additionally, 93....
	3.4 Unfamiliar Topic

	Table 3 displays the descriptive statistics, frequencies, and percentages of the data concerning unfamiliar topic themes.
	Table 3.  Percentage of Unfamiliar Topics
	Table 3 provides the descriptive statistics for the responses related to unfamiliar topic themes. Four items (6–9) in the table contain statements concerning the impact of unfamiliar topics on reading anxiety. Regarding Item 6, a significant majority ...
	3.5 Unfamiliar Culture

	Table 4 below displays the statistics, descriptions, frequencies, and percentages of the data about unfamiliar cultural themes. Table 4 provides a comprehensive overview of the statistics, descriptions, frequencies, and percentages related to the unfa...
	Table 4.  Percentage of Unfamiliar Culture
	Furthermore, Item 14 revealed that 26.66% of the respondents (23.33% agreed and 3.33% strongly agreed) often face situations where they cannot understand English texts, despite knowing the meaning of individual words. This demonstrates the complexity ...
	3.6 Fear of Making Error

	Table 5 displays the statistical information, descriptions, frequencies, and percentages about the theme of fear of making an error. Table 5 presents a comprehensive analysis of the responses related to the fear of making errors theme. This table in...
	Furthermore, Item 18 highlights that 43.33% of respondents (36.67% agreed and 6.66% strongly agreed) feel anxious about pronouncing unfamiliar words, indicating a lack of confidence in their pronunciation skills. Additionally, Item 19 reveals that 50%...
	Table 5.  Percentage of Fear of Making Error
	3.7 Worry about the Reading Effect

	Table 6 provides a comprehensive analysis of the statistics, descriptions, frequencies, and percentages of the data related to the worry about the effect of the reading theme. Table 6 presents a comprehensive analysis of the statistics, descriptions, ...
	On the other hand, Item 22 indicates that 70% of the respondents (43.34% agreed and 26.66% strongly agreed) understand the text better when reading it silently. Concerning word accents, Item 23 shows that 46.66% of the respondents (36.66% agreed and 1...
	Table 6.  Percentage of Worry about the Reading Anxiety
	3.8 Analysis and Interpretation

	The findings of this study provide valuable insights into the level of reading anxiety and its dominant factors among 30 EFL students at a state university in West Sumatra, Indonesia. Most respondents reported experiencing medium-level reading anxiety...
	Among the various factors contributing to reading anxiety, the theme of "unfamiliar vocabulary" emerged as the primary cause. Many respondents expressed anxiety when confronted with new or unfamiliar words. However, the study also revealed that unders...
	The second most prominent factor identified in this study was the "worry about reading effect" theme. Anxiety within this theme stems from concerns related to performance (Zhang, 2019) and the fear of negative evaluation by peers or teachers (Perrodin...
	The remaining themes, including "unfamiliar topics," "fear of making errors," and "unfamiliar culture," were found to contribute to reading anxiety to a lesser extent. Unfamiliar topics presented challenges and led to anxiety when students lacked fami...
	Based on the results obtained from the questionnaire about reading anxiety, the current study showed that the level of students' reading anxiety is at the medium level. This finding means that the group of students experienced reading anxiety at a mod...
	In summary, the findings of this study highlight the dominance of the "unfamiliar vocabulary" and "worry about reading effect" themes as the primary factors causing reading anxiety among EFL students. These results underscore the importance of vocabul...
	4. Conclusion
	The study on foreign language reading anxiety among EFL students revealed essential insights into the levels and factors contributing to this phenomenon. It is evident that each student experiences anxiety to varying degrees and is influenced by diffe...
	The study identified two broad aspects that contribute to anxiety in reading: text features and personal factors. Under the text feature factor, themes such as unfamiliar vocabulary, unfamiliar topics, and unfamiliar culture emerged as prominent contr...
	Within the personal factor aspect, the worry about the reading effect emerged as the primary source of reading anxiety. This theme garnered a 67.36% total response and ranked as the second dominant factor. The fear of making errors was identified as t...
	The study concluded that EFL students at a prominent state university in Padang, West Sumatra, Indonesia, experience reading anxiety at a medium level. In descending order, the most dominant factors contributing to this anxiety were unfamiliar vocabul...
	This study sheds light on students' challenges when reading in a foreign language and highlights the importance of addressing these factors to alleviate reading anxiety. Educators and language instructors should consider implementing strategies and in...
	Acknowledgment

	The researcher extends the gratitude to all parties who helped in the process of this research project, data collection, data analysis and provided feedback so that this paper could be completed. Therefore, the researchers would like to thank and appr...
	Declarations

	REFERENCES
	Ahmad, I. S., M. Al-Shboul, M., Sahari Nordin, M., Abdul Rahman, Z., Burhan, M., & Basha Madarsha, K. (2013). The potential sources of foreign language reading anxiety in a Jordanian EFL context: A Theoretical Framework. English Language Teaching, 6(1...
	Aisyah, J. (2018). Students’ reading anxiety in English foreign language classroom. Journal of English and Education, 5(1), 56–63. https://ejournal.upi.edu/index.php/L-E/article/view/9903
	Al Faruq, A. Z. (2019). Reading anxiety in English as a foreign language for undergraduate students in Indonesia. Journal of Teaching & Learning English in Multicultural Contexts, 3(2), 88–95. https://doi.org/10.37058/tlemc.v3i2.1275
	Al-Obaydi, L. H., Rahul, D. R., & Pikhart, M. (2023). The effect of online oral reading on reading comprehension, reading anxiety, and classroom anxiety among EFL learners. Education and Information Technologies. https://doi.org/10.1007/s10639-023-119...
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