Effects of English reading anxiety reduction strategy training on students’ reading performance
DOI:
https://doi.org/10.20372/star.v12i3.04Keywords:
Anxiety, reading anxiety, self-talk, therapy, relaxationAbstract
This study looked into methods that improve pupils' reading performance while lowering their reading anxiety. The project employed a descriptive case study design in conjunction with action research. Seventy sixth-grade students (N = 35 from sections A and B) participated in the study. They were divided into two groups: the experimental group (section A) and the control group (section B). Three evidence-based techniques were taught to the experimental group: deep breathing, gradual muscular relaxation, and positive self-talk. The mean, standard deviation, and analysis of variance (one-way ANOVA) were used to correlate the t-test results. The empirical data's findings showed that worried readers' reading performance was enhanced when they employed anxiety-reduction techniques; in other words, the techniques had an effect on the readers' reading ability. The results showed that lowering students' reading anxiety and raising their reading proficiency require the use of English reading anxiety reduction techniques, including progressive muscle relaxation, positive self-talk, and deep breathing.
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