AZ 79

The Comparison of EFL Learners’ Reading Anxiety in Online and Face to Face Classes

كارشناسي ارشد

مترجمي زبان انگليسي

دانشگاه پيام نور مركز نجف آباد

1402

Akbar Solati

Akbar Solati

Technology , Online Classes , Face to Face Classes , Reading Anxiety

The present study was an attempt to investigate the EFL learners’ reading anxiety in online and face to face classes. To do so, 70 intermediate EFL learners from both genders were selected among a greater number from language institutes of Esfahan after completing an Oxford Quick placement test. The participants’ age ranged from 17 to 21. The participants were divided into two classes, one class of 35 learners that received extensive online instruction, and another class of 35 learners which received face to face instruction. The participants of the experimental group were considered as those who receive online instruction and the participants of the control group were viewed as those who are provided with face to face instruction. Before instruction, Foreign Language Reading Anxiety Inventory was administered among the participants of both online and face to face groups as the pre-test. During the instruction, the learners of the experimental group were taught in an online class through What’s App and the learners of the control group was taught traditionally. After finishing the instructional period for six sessions, the learners of both online and fact-to-face groups were told to complete Foreign Language Reading Anxiety Inventory as post-test. Eventually, the data that are gathered was analyzed through the appropriate statistical methods applying the statistical package for social sciences (SPSS) software. The results showed that the face-to-face group had a higher mean than the online group on reading anxiety. According to the results of this study, the findings indicate that participants are generally positive in the view they take of ways in which computers helps them to work effectively with other students.

1402/08/20

سميه طاهري

76041