Pedagogical Implications for Coping with Reading Anxiety Among Korean as a Foreign Language University Students
Keywords:
pedagogical implications, KFL student reading anxiety, reading comprehension, foreign language anxietyAbstract
This study analyzed research implications from journal articles to discern pedagogical implications for coping with reading comprehension anxiety among Korean as a foreign language (KFL) university students. In April 2024, 15 articles were chosen from online journal databases in South Korea, including Korean Studies Information Service System (KISS) and Korea Citation Index (KCI). Content analysis was used to analyze articles following the pedagogical implications of emotional control and instructional design. Results were that most discussed was de-stressing the learning context by teaching student reading strategy and redesigning appropriate instructional contents to suit target KFL students, followed by emotional control. Two pedagogical implications were suggested: a) giving appropriate feedback to student responses; and b) sequencing the instructional design based on pre-reading, while reading, and post-reading.
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