TÁC ĐỘNG CỦA CÁC YẾU TỐ LO ÂU ĐỌC VĂN BẢN NGOẠI NGỮ ĐẾN HIỆU SUẤT ĐỌC
Nội dung chính của bài viết
Tóm tắt
Tác động của lo âu lên hiệu suất đọc và vai trò trung gian của chiến lược đọc hiểu trong mối quan hệ của hai biến trên chưa được đánh giá rộng rãi, đặc biệt trong bối cảnh Việt Nam. Nghiên cứu định lượng này được thực hiện với sự tham gia của 387 sinh viên ngành Công nghệ thông tin trong các lớp học tiếng Anh như một ngoại ngữ (EFL). Bảng khảo sát gồm 3 phần: khảo sát về lo âu đọc, chiến lược đọc hiểu, và hiệu suất đọc. Phương pháp mô hình phương trình cấu trúc bình phương tối thiểu riêng phần (PLS-SEM) được sử dụng để phân tích số liệu. Kết quả cho thấy lo âu đọc liên quan đến các vấn đề văn bản ngôn ngữ ảnh hưởng đến cả chiến lược đọc (cụ thể là chiến lược hỗ trợ đọc) và hiệu suất đọc. Lo âu đọc do chủ đề đọc gây ra chỉ ảnh hưởng đến hiệu suất đọc mà không tác động đến chiến lược hỗ trợ đọc hiểu. Ngoài ra, chiến lược hỗ trợ đọc hiểu đóng vai trò trung gian trong mối quan hệ giữa lo âu đọc do tác động của văn bản ngôn ngữ và hiệu suất đọc. Tuy nhiên, các chiến lược đọc không có tác động có ý nghĩa thống kê trong mối quan hệ giữa lo âu đọc do chủ đề và hiệu suất đọc.
Chi tiết bài viết
Từ khóa
lo âu đọc, chiến lược đọc, hiệu suất đọc, PLS-SEM
Tài liệu tham khảo
Abba, H. D. & Mugizi, W. (2018). Performance of academic staff in polytechnics: an analysis of performance levels in North West geopolitical zone of Nigeria. Arts and Humanities Open Access Journal, 2(3), 198-203.
Afflerbach, P., Pearson, P., & Paris S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364-373.
Alek, A., Nguyen, T. V., & Dollah, S. (2023). Assessing the Nexus of EFL Learners' Academic Self-Concept and Their Formal English Vocabulary Knowledge. International Journal of Language Education, 7(2), 271-290.
Dardjito, H. (2019). Students’ Metacognitive Reading Awareness and Academic English Reading Comprehension in EFL Context. International Journal of Instruction, 12(4), 611-624.
Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual differences in Second Language Acquisition. Lawrence Erlbaum Associates, Inc.
Fitrisia, D., Tan, K., & Yusuf, Y. Q. (2015). Investigating metacognitive awareness of reading strategies to strengthen students’ performance in reading comprehension. Asia Pacific Journal of Educators and Education, 30, 15-30.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of marketing research, 18(1), 39-50.
Ghaith, G. M. (2020). Foreign language reading anxiety and metacognitive strategies in undergraduates’ reading comprehension. Issues in Educational Research, 30(4), 1310-1328.
Ghaith, G., & El-Sanyoura, H. (2019). Reading comprehension: The mediating role of metacognitive strategies. Reading in a Foreign Language, 31(1), 19-43.
Goodman, K. S. (2014). Reading: A psycholinguistic guessing game. In Making sense of learners making sense of written language (pp. 103-112). Routledge.
Guimba, W. D., & Alico, J. C. (2015). Reading anxiety and comprehension of grade 8 Filipino learners. International Journal of Humanities and Social Sciences, Special Volume, 44-59.
Habib, F., & Watkins, P. (2023). Investigation of attitudes and barriers to extensive reading project in Saudi female English as a foreign language preparatory year program students and teachers. The Reading Matrix: An International Online Journal, 23(2), 47-66.
Hair Jr, J. F., Howard, M. C., & Nitzl, C. (2020). Assessing measurement model quality in PLS-SEM using confirmatory composite analysis. Journal of business research, 109, 101-110.
Hair Jr, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., Danks, N. P., & Ray, S. (2021). Partial least squares structural equation modeling (PLS-SEM) using R: A workbook (p. 197). Springer Nature.
Hair, J., & Alamer, A. (2022). Partial Least Squares Structural Equation Modeling (PLS-SEM) in second language and education research: Guidelines using an applied example. Research Methods in Applied Linguistics, 1(3), 100027.
Halim, N., Arif, M. M., & Supramaniam, K. (2020). Enhancing Reading Comprehension through Metacognitive Reading Strategies and Peer Tutoring among Year 7 Students at a Home School Centre. Asian Journal of University Education (AJUE), 16(1), 22-31.
Hassaskhah, J., & Joghataeian, S. (2016). The Role of Foreign Language Reading Anxiety in Advanced Learners' Foreign Language Reading Comprehension. Journal of Applied Linguistics and Language Research, 3(6), 80-95.
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the academy of marketing science, 43, 115-135.
Heyne, N., Gnambs, T., Lockl, K., & Neuenhaus, N. (2023). Predictors of adolescents’ change in reading literacy: the role of reading strategies, reading motivation, and declarative metacognition. Current Psychology, 42, 32061-32075.
Horwitz, E. K. (2010). Foreign and second language anxiety. Language Teaching, 43(2), 154-167.
Huang, C. H. (2021). Using PLS-SEM model to explore the influencing factors of learning satisfaction in blended learning. Education Sciences, 11(5), 249.
Huo, N., & Cho, Y. (2020). Investigating effects of metacognitive strategies on reading engagement: managing globalized education. Journal of Industrial Distribution & Business, 11(5), 17-26. http://dx.doi.org/10.13106/jidb.2020.vol11.no5.17
Kim, H. (2021). The underlying factors of foreign language reading anxiety: Their effects on strategy use and orientation toward reading. Studies in Second Language Learning and Teaching, 11(2), 213-234. http://dx.doi.org/10.14746/ssllt.2021.11.2.3
Kobayashi, C. (2016). Language classroom anxiety: Reading anxiety and reading performance of Japanese EFL learners. Studies in Language and Culture, 25, 17-31
Kock, N., & Hadaya, P. (2018). Minimum sample size estimation in PLS‐SEM: The inverse square root and gamma‐exponential methods. Information systems journal, 28(1), 227-261.
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press Inc.
MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283-305.
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of Development Education, 25(3), 2-10.
Mokhtari, K., Reichard, C. A., & Sheorey, R. (2008). Metacognitive awareness and use of reading strategies among adolescent readers. In K. Mokhtari, & R. Sheorey (Eds.), Reading Strategies of first-and second-language learners: See how they read (pp. 99-112).
Mokhtarnia, S., & Ghaffarzadeh, N. (2020). The Relationship between the Reported Reading Anxiety Level and Reading Strategy Use of Iranian Elementary Level EFL Learners. Language Teaching Research Quarterly, 14, 1-15.
Nitzl, C., Roldán, J. L., & Carrión, G. C. (2016). Mediation analysis in partial least squares path modeling: helping researchers discuss more sophisticated models. Industrial Management & Data Systems, 116(9), 1849-1864. https://doi.org/10.1108/IMDS-07-2015-0302
Saito, Y., Horwitz, E. K., & Garza, T. J. (1999). Foreign Language Reading Anxiety. The Modern Language Journal, 83(2), 202-218.
Shen, Y. (2022). Mitigating students’ anxiety: the role of resilience and mindfulness among Chinese EFL learners. Frontiers in Psychology, 13, 940443.
Teimouri, Y., Goetze, J., & Plonsky, L. (2019). Second language anxiety and achievement: A meta-analysis. Studies in Second Language Acquisition, 41(2), 363-387.
Tsai, Y. R., & Lee, C. Y. (2018). An exploration into factors associated with reading anxiety among Taiwanese EFL learners. TEFLIN Journal: A Publication on the Teaching & Learning of English, 29(1), 129-148.
Zeng, N., Liu, Y., Gong, P., Hertogh, M., & König, M. (2021). Do right PLS and do PLS right: A critical review of the application of PLS-SEM in construction management research. Front. Eng. Manag., 8, 356-369. https://doi.org/10.1007/s42524-021-0153-5
Zhao, X., Lynch Jr, J. G., & Chen, Q. (2010). Reconsidering Baron and Kenny: Myths and truths about mediation analysis. Journal of consumer research, 37(2), 197-206.
Afflerbach, P., Pearson, P., & Paris S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364-373.
Alek, A., Nguyen, T. V., & Dollah, S. (2023). Assessing the Nexus of EFL Learners' Academic Self-Concept and Their Formal English Vocabulary Knowledge. International Journal of Language Education, 7(2), 271-290.
Dardjito, H. (2019). Students’ Metacognitive Reading Awareness and Academic English Reading Comprehension in EFL Context. International Journal of Instruction, 12(4), 611-624.
Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual differences in Second Language Acquisition. Lawrence Erlbaum Associates, Inc.
Fitrisia, D., Tan, K., & Yusuf, Y. Q. (2015). Investigating metacognitive awareness of reading strategies to strengthen students’ performance in reading comprehension. Asia Pacific Journal of Educators and Education, 30, 15-30.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of marketing research, 18(1), 39-50.
Ghaith, G. M. (2020). Foreign language reading anxiety and metacognitive strategies in undergraduates’ reading comprehension. Issues in Educational Research, 30(4), 1310-1328.
Ghaith, G., & El-Sanyoura, H. (2019). Reading comprehension: The mediating role of metacognitive strategies. Reading in a Foreign Language, 31(1), 19-43.
Goodman, K. S. (2014). Reading: A psycholinguistic guessing game. In Making sense of learners making sense of written language (pp. 103-112). Routledge.
Guimba, W. D., & Alico, J. C. (2015). Reading anxiety and comprehension of grade 8 Filipino learners. International Journal of Humanities and Social Sciences, Special Volume, 44-59.
Habib, F., & Watkins, P. (2023). Investigation of attitudes and barriers to extensive reading project in Saudi female English as a foreign language preparatory year program students and teachers. The Reading Matrix: An International Online Journal, 23(2), 47-66.
Hair Jr, J. F., Howard, M. C., & Nitzl, C. (2020). Assessing measurement model quality in PLS-SEM using confirmatory composite analysis. Journal of business research, 109, 101-110.
Hair Jr, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., Danks, N. P., & Ray, S. (2021). Partial least squares structural equation modeling (PLS-SEM) using R: A workbook (p. 197). Springer Nature.
Hair, J., & Alamer, A. (2022). Partial Least Squares Structural Equation Modeling (PLS-SEM) in second language and education research: Guidelines using an applied example. Research Methods in Applied Linguistics, 1(3), 100027.
Halim, N., Arif, M. M., & Supramaniam, K. (2020). Enhancing Reading Comprehension through Metacognitive Reading Strategies and Peer Tutoring among Year 7 Students at a Home School Centre. Asian Journal of University Education (AJUE), 16(1), 22-31.
Hassaskhah, J., & Joghataeian, S. (2016). The Role of Foreign Language Reading Anxiety in Advanced Learners' Foreign Language Reading Comprehension. Journal of Applied Linguistics and Language Research, 3(6), 80-95.
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the academy of marketing science, 43, 115-135.
Heyne, N., Gnambs, T., Lockl, K., & Neuenhaus, N. (2023). Predictors of adolescents’ change in reading literacy: the role of reading strategies, reading motivation, and declarative metacognition. Current Psychology, 42, 32061-32075.
Horwitz, E. K. (2010). Foreign and second language anxiety. Language Teaching, 43(2), 154-167.
Huang, C. H. (2021). Using PLS-SEM model to explore the influencing factors of learning satisfaction in blended learning. Education Sciences, 11(5), 249.
Huo, N., & Cho, Y. (2020). Investigating effects of metacognitive strategies on reading engagement: managing globalized education. Journal of Industrial Distribution & Business, 11(5), 17-26. http://dx.doi.org/10.13106/jidb.2020.vol11.no5.17
Kim, H. (2021). The underlying factors of foreign language reading anxiety: Their effects on strategy use and orientation toward reading. Studies in Second Language Learning and Teaching, 11(2), 213-234. http://dx.doi.org/10.14746/ssllt.2021.11.2.3
Kobayashi, C. (2016). Language classroom anxiety: Reading anxiety and reading performance of Japanese EFL learners. Studies in Language and Culture, 25, 17-31
Kock, N., & Hadaya, P. (2018). Minimum sample size estimation in PLS‐SEM: The inverse square root and gamma‐exponential methods. Information systems journal, 28(1), 227-261.
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press Inc.
MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283-305.
Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students’ awareness of reading strategies. Journal of Development Education, 25(3), 2-10.
Mokhtari, K., Reichard, C. A., & Sheorey, R. (2008). Metacognitive awareness and use of reading strategies among adolescent readers. In K. Mokhtari, & R. Sheorey (Eds.), Reading Strategies of first-and second-language learners: See how they read (pp. 99-112).
Mokhtarnia, S., & Ghaffarzadeh, N. (2020). The Relationship between the Reported Reading Anxiety Level and Reading Strategy Use of Iranian Elementary Level EFL Learners. Language Teaching Research Quarterly, 14, 1-15.
Nitzl, C., Roldán, J. L., & Carrión, G. C. (2016). Mediation analysis in partial least squares path modeling: helping researchers discuss more sophisticated models. Industrial Management & Data Systems, 116(9), 1849-1864. https://doi.org/10.1108/IMDS-07-2015-0302
Saito, Y., Horwitz, E. K., & Garza, T. J. (1999). Foreign Language Reading Anxiety. The Modern Language Journal, 83(2), 202-218.
Shen, Y. (2022). Mitigating students’ anxiety: the role of resilience and mindfulness among Chinese EFL learners. Frontiers in Psychology, 13, 940443.
Teimouri, Y., Goetze, J., & Plonsky, L. (2019). Second language anxiety and achievement: A meta-analysis. Studies in Second Language Acquisition, 41(2), 363-387.
Tsai, Y. R., & Lee, C. Y. (2018). An exploration into factors associated with reading anxiety among Taiwanese EFL learners. TEFLIN Journal: A Publication on the Teaching & Learning of English, 29(1), 129-148.
Zeng, N., Liu, Y., Gong, P., Hertogh, M., & König, M. (2021). Do right PLS and do PLS right: A critical review of the application of PLS-SEM in construction management research. Front. Eng. Manag., 8, 356-369. https://doi.org/10.1007/s42524-021-0153-5
Zhao, X., Lynch Jr, J. G., & Chen, Q. (2010). Reconsidering Baron and Kenny: Myths and truths about mediation analysis. Journal of consumer research, 37(2), 197-206.