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The study involves 40 learners in Pekanbaru and applies a qualitative descriptive approach to examine anxiety levels and underlying causes. Data are gathered through the Foreign Language Reading Anxiety Scale (FLRAS) and interviews. Results show most students experience moderate to high anxiety, primarily driven by limited vocabulary, reliance on translation, difficulty pronouncing words aloud, and exposure to unfamiliar or difficult topics, highlighting the need for targeted strategies and materials to improve reading comprehension.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/foreign-language-reading-anxiety-of-indonesian-efl-senior-high-school-students-article/427394/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/foreign-language-reading-anxiety-of-indonesian-efl-senior-high-school-students-article/427394.png","ImageObject",300,407,{"name":92,"@type":93},"lilac","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about students in EFL reading classes?","Question",{"text":112,"@type":113},"The study examines the levels of students’ reading anxiety and the causes of that anxiety when they read English texts in a senior high school EFL classroom.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were participants and data collected for the research?",{"text":117,"@type":113},"The study involved 40 senior high school students in Pekanbaru. 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The respondents of this study were 40 students of a Senior High School in Pekanbaru. This study used a qualitative descriptive method which investigated the levels of students’ anxiety and the causes of students’ anxiety in English reading class. The data were collected using the Foreign Language Reading Anxiety Scale (FLRAS), a set of questionnaires adopted from Ahmad et al. (2013), and interviews to clarify the responses from the questionnaires. The study revealed that most of the students perceived moderate to high levels of anxiety while reading English texts. It is found that the causes of students’ reading anxiety were mainly related to limited vocabulary knowledge, over-reliance on translation, difficulty in pronouncing words when reading aloud, and encountering unfamiliar or difficult topics. These findings indicate the importance of providing appropriate strategies and learning materials to reduce students’ anxiety and improve their reading comprehension in English.  \nKeywords: Reading Anxiety, Foreign Language, Senior High School Studentsl, Reading Anxiety Scale, Reading Comprehension.  \nINTRODUCTION  \nReading proficiency is a foundational skill that learners are expected to develop continuously from junior high school through university, as it functions both as a core academic competency and as a determinant of future educational and career opportunities. In formal education, reading plays a central role in the transmission and construction of knowledge, shaping how students access, interpret, and critically engage with information (Seyabi & Tuzlukova, 2015) . Students who complete their schooling without adequate reading skills are more likely to face academic challenges and social disadvantages, given that reading underpins performance across disciplines and supports broader cognitive and communicative development.  \nFor learners of a foreign language, reading poses distinctive and often heightened challenges. Limited linguistic proficiency, differences in cultural background, unfamiliar text structures, and varying levels of motivation may impede comprehension and fluency (Sellers & Lee, as cited in Kuru-Gonen, 2009) . Among these factors, anxiety has been identified as a particularly influential affective variable. Anxiety has been a central concern in second language acquisition research since the 1970s and is commonly defined as a state of apprehension or diffuse fear that is not directly linked to a specific stimulus (Hilgard, Atkinson,& Atkinson, 1971, as cited in Sabbah & Sabah, 2018) . In classroom contexts, such anxiety frequently manifests as fear of making mistakes, which can erode learners’ confidence and discourage risk-taking—an essential component of effective reading development.  \nEnglish Education Study Program 93  \nUniversitas Kristen Indonesia Toraja  \nTeaching English as a Foreign Language Journal  \nISSN 2461-0240 (Print), 2828-9544 (Online) Volume 13 Number 2 August 2025  \nForeign language reading anxiety refers more specifically to the feelings of tension, unease, and worry that arise when learners engage with written texts in a second or foreign language. While early research on foreign language anxiety primarily emphasized speaking performance (Horwitz et al., 1986), subsequent studies have demonstrated that reading anxiety constitutes a distinct construct that emerges during the cognitive processing of L2 texts (Saito et al., 1999). This form of anxiety may ","cbCailVxMifhx6Ok","https://ap.wps.com/l/cbCailVxMifhx6Ok","pdf",315841,"English","# Abstract\n# Introduction","[{\"question\":\"What does the study examine about students in EFL reading classes?\",\"answer\":\"The study examines the levels of students’ reading anxiety and the causes of that anxiety when they read English texts in a senior high school EFL classroom.\"},{\"question\":\"How were participants and data collected for the research?\",\"answer\":\"The study involved 40 senior high school students in Pekanbaru. Data were collected using the Foreign Language Reading Anxiety Scale (FLRAS) and interviews to clarify questionnaire responses.\"},{\"question\":\"What factors were found to cause students’ reading anxiety most strongly?\",\"answer\":\"The main causes are limited vocabulary knowledge, over-reliance on translation, difficulty pronouncing words when reading aloud, and encountering unfamiliar or difficult topics.\"}]","FOREIGN LANGUAGE READING ANXIETY OF INDONESIAN EFL SENIOR HIGH SCHOOL STUDENTS - Article | PDF",1790643722,25]