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Roles of reading anxiety and working memory in reading comprehension in English as a second language

Chow, BWY; Mo, J; Dong, Y; (2021) Roles of reading anxiety and working memory in reading comprehension in English as a second language. Learning and Individual Differences , 92 , Article 102092. 10.1016/j.lindif.2021.102092. (In press).

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Abstract

This study investigated the relationships between affective and cognitive factors and reading comprehension in English as a second language (ESL). Specifically, we evaluated the contributions of reading anxiety and verbal working memory to ESL reading comprehension in Chinese students. A total of 105 Chinese ESL undergraduates were included. Structural equation modeling results showed that reading anxiety, represented by reading trait and state anxiety, and verbal working memory were unique predictors of ESL reading comprehension. In addition, there was no significant reading anxiety × working memory interaction effect. Mediation analyses revealed that reading anxiety partially mediated the relationship between verbal working memory and ESL reading comprehension. These results highlight the importance of affective and cognitive factors in predicting ESL reading comprehension and shed light on the methods in enhancing ESL learning.

Type: Article
Title: Roles of reading anxiety and working memory in reading comprehension in English as a second language
DOI: 10.1016/j.lindif.2021.102092
Publisher version: https://doi.org/10.1016/j.lindif.2021.102092
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Language and Cognition
URI: https://discovery.ucl.ac.uk/id/eprint/10139191
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