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Foreign Language Reading Anxiety and Metacognitive Strategies in Undergraduates' Reading Comprehension
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Ghaith, Ghazi M. – Issues in Educational Research, 2020
This study investigated the direct and indirect roles of foreign language reading anxiety (FLRA) and metacognitive reading strategies (global, problem-solving, support) in the reading comprehension of a cohort of undergraduate English as a foreign language (EFL) learners. A total of 103 college EFL participants enrolled in a private university in…
Descriptors: English (Second Language), Second Language Learning, Reading Comprehension, Reading Strategies