English Reading Anxiety and Reading Proficiency in the New Normal Education

Abstract

This study assessed the reading proficiency and reading anxiety of second-year Bachelor of Secondary Education students at Saint Columban College and examined the relationship between these variables in the context of distance online learning. Using a quantitative descriptive-correlational design, the study employed a Likert-scale questionnaire to determine the students’ level of reading anxiety and a reading proficiency test to measure their reading proficiency. Quantitative data were analyzed using frequency counts, percentages, mean, and Pearson’s correlation coefficient. The findings showed that the majority of the participants were classified under the Lower Advanced level of reading proficiency, while their overall reading anxiety was interpreted as somewhat disagree. Furthermore, the results revealed a weak and non-significant relationship between English reading proficiency and reading anxiety, indicating that anxiety is not a significant predictor of students’ reading performance in the online learning modality. Although reading anxiety remains an important variable, the findings suggest that other factors may have a greater influence on students’ reading proficiency.