A Case Study on Foreign Language Reading Anxiety of Undergraduate Students at the Faculty of Education

Abstract

Reading in English can be challenging for foreign-language learners despite its importance in language learning. Given the fact that English is a foreign language in Libya, reading struggles are inevitable, which may result in anxiety that can trigger mental and emotional apprehensions. Thus, this case study sought to explore the reading anxiety of English-specialized undergraduate students at the Faculty of Education. Furthermore, it is envisioned to determine students' coping strategies for managing anxiety to improve their reading comprehension. Four (4) undergraduate students were identified as participants using the maximum variation sampling technique. The unstructured interview was conducted three times, with a one-week interval between sessions until data saturation was achieved. Using Litchman's (2013) three Cs for data analysis, the findings revealed significant factors about students' reading anxiety in their advanced reading class, captured in four major themes: perceptions, coping strategies, text preferences, and challenges. Despite participants’ positive views and adaptive reading strategies, factors such as verbose texts, inadequate vocabulary, fear of reading aloud, large class size, and comprehension difficulties remain concerns that heighten their anxiety. Essential considerations for resolving these problems can help foreign language students reduce their reading anxiety, thereby facilitating comprehension.