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The Relationship Between Strategy Use and Anxiety in Foreign Language Readers Across Two Educational Levels
The purpose of this study was to compare learners’ English reading strategy use and English reading anxiety level across two educational levels in Taiwan: junior high school and senior high school. Two hundred and fifty-one junior high school students and 235 senior high school students were recruited as the participants. Four major research questions were proposed in this study. The first research question inquired the differences between junior high school students and senior high school students in English reading strategy use. The second concerned the differences between junior high school students and senior high school students in English reading anxiety. The third question was to investigate the relationship between English reading anxiety and English reading strategy use. The fourth concerned the interaction effect of English reading anxiety level and educational level on English reading strategy use. The findings of this study were as follows. First, junior and senior high school students differed significantly in their English reading strategy use. Second, junior and senior high school students differed significantly in their English reading anxiety. Third, for both educational levels, English reading anxiety was negatively and significantly associated with English reading strategy use at a moderate level. Fourth, English reading anxiety and educational level did not have a significant interaction effect on overall English reading strategy use and general English reading strategy use. However, there was a significant interaction effect of English reading anxiety and educational level on non-general English reading strategy use.
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