‘Reading Anxiety in Turkish Language’: A Systematic Review Research

Year 2023, , 180 - 192, 21.03.2023

Vesile Alkan , Erdost Özkan

https://doi.org/10.31458/iejes.1232967

Abstract

The aim of this study was to review the research which focused on ‘Reading Anxiety’ in Turkish language systematically. According to the questions derived from the aim, 16 papers were re-examined based on the rules of systematic review method. These papers were analysed in terms of their aims, designs, sampling and results. In addition to this, similarities and differences of the reviewed papers were discovered. It was seen that these studies were conducted with primary and middle school students. It was also found that the methodology of these reviewed studies was designed with quantitative approaches. The results of the review indicates that reading anxiety is related with reading comprehension, reading habit, reading fluency and reading motivation. Such factors as gender, parents’ income, having books and place of residence have relation with reading anxiety. The results gathered from reviewed papers suggest that studies designed with qualitative and mixed-method are needed. Additionally, focusing on various topics related with ‘reading anxiety’ with different participant groups are needed. In conclusion, it is believed that this systematic review study can provide fruitful information for the area and new perspectives for the further studies.

Keywords

Reading Anxiety, Systematic Review, Primary School Students, Middle School Students

References

• Ateş, M. (2016). Ortaokul öğrencilerinin prozodik okuma becerileri ile okuma kaygıları arasındaki ilişkinin incelenmesi [Analysis of the relationship between prosodic reading skill and reading anxiety among secondary school students]. International Journal of Languages’ Education and Teaching (IJLET), 4(3), 207-216.
• Ayverdi, İ. (2011). Kubbealtı lugatı misalli büyük Türkçe sözlük [Great Turkish dictionary with lugati example]. İstanbul: Kubbealtı Yayınları [İstanbul: Kubbealtı Publishing House].
• Bakırcıoğlu, R. (2012). Ansiklopedik eğitim ve psikoloji sözlüğü [Encyclopedic dictionary of education and psychology]. Ankara: Anı Publishing House.
• Baki, Y. (2017). Ortaokul öğrencilerinin okumaya ilişkin kaygı ve tutumlarının okuma alışkanlığı üzerindeki etkisi: Bir yapısal eşitlik modellemesi. [The effect of anxiety and attitudes of secondary school students towards reading on their reading habits: A structural equation modeling]. Education and Science, 42(191), 371-395.
• Baki, Y. (2019). 6., 7. ve 8. sınıf öğrencilerinin okuma kaygılarının Türkçe dersine ilişkin tutumları üzerindeki etkisinde sınıf düzeyinin ve cinsiyetin rolü [The role of grade and gender on the effect of reading anxieties of 6th, 7th and 8th grade students regarding their attitudes towards Turkish course]. Hacettepe University Journal of Education, 34(1), 218-241.
• Çeliktürk, Z. & Yamaç, A. (2015). İlkokul ve ortaokul öğrencileri için okuma kaygısı ölçeğinin geliştirilmesi: geçerlik ve güvenirlik çalışması [Development of the reading anxiety scale for elementary and middle school students: validity and reliability study]. Elementary Education Online, 14 (1), 97-107. https://doi.org/10.17051/io.2015.03320
• Çevik, H., Orakcı, Ş., Aktan, O., & Toraman, Ç. (2019). Ortaokul öğrencilerinin okuma kaygılarının çeşitli değişkenler bakımından incelenmesi [Examination of middle school students’ reading anxiety in terms of various variables]. Journal of Theory and Practice in Education, 15(1), 1-16. https://doi.org/10.17244/eku.398683
• Dursun, H. & Özenç, E. G. (2019). İlkokul 4. sınıf öğrencilerinin okuma kaygıları ile Türkçe dersine yönelik tutumları arasındaki ilişki (Kayseri İli Örneği) [The relationship between 4th grade elementary school students’ reading anxieties and attitudes towards Turkish lesson (Kayseri City Example)] Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (51), 144-159. https://doi.org/10.21764/maeuefd.498346 Esen-Aygün, H. (2021). “İlkokul öğrencilerinin okuduğunu anlama becerisi ile okuma kaygısı arasındaki ilişkide okuma alışkanlığının aracı rolü [The mediating role of reading habits in the relationship between primary school students’ reading comprehension skill and reading anxiety]. Milli Eğitim Dergisi, 50(231), 91-109.
• Hay, M. C. (2009). Anxiety, remembering, and agency: Biocultural Insights for understanding sasaks’ responses to illness. Journal of the Society for Pschological Anthropology, 1(37), 1-31.
• İzci, E. & Kaya, E. (2021). Ortaokul beşinci sınıf öğrencilerinin okuma kaygılarının farklı değişkenler açısından incelenmesi [Analysis of 5th grade middle school students’ reading anxiety in terms of different variables]. Electronic Journal of Social Sciences, 20(78), 1008-1025. https://doi.org/10.17755/esosder.833862
• Jalongo, M. R. & Hırsh, R. A. (2010). Understanding reading anxiety: New insights from neuroscience. Early Childhood Educ J, 37, 431-435.
• Kalman, B. A. & Grahn, R. E. (2004). Measuring salivary cortisol in the behavioral neuroscience laboratory. The Journal of Undergraduate Neuroscience Education (JUNE), 2(2), 41-49
• Köknel, Ö. (2004). Korkular, takıntılar, saplantılar (5. Basım) [Fears, obsession, monomania (5 eds.)]. İstanbul: Gold Books.
• Kuşdemir, Y. & Katrancı, M. (2016). Okumada kaygı ve anlama: Ana fikri bulamıyorum öğretmenim! [Anxiety and comprehension in reading: I can not find the main idea, my teacher!] Education and Science, 41(183), 251-266. https://doi.org/10.15390/EB.2016.4951
• Melanlıoğlu, D. (2014a). Okuma kaygısı ölçeğinin psikometrik özelliklerinin belirlenmesi [Determining the psychometric features of reading anxiety scale]. Education and Science, 39(176), 95-105. https://doi.org/10.15390/EB.2014.3538
• Melanlıoğlu, D. (2014b). Üstbiliş strateji eğitiminin ortaokul öğrencilerinin okuma kaygılarına etkisi [Impact of metacognitive strategies instruction on secondary school students’ reading anxieties]. Education and Science, 39(176), 107-119. https://doi.org/10.15390/EB.2014.3540
• Millar, J. (2004). ‘Systematic reviews for policy analysis’, In S. Becker and A. Byrman (eds.), Understanding research for social policy and practice: Themes, methods and approaches. Bristol: Policy Press
• Onan, B. (2017). Dil eğitiminin temel kavramları. [Basic terms of language]. [Ankara: Nobel Publishing House].
• Sever, S. (2011). Türkçe öğretimi ve tam öğrenme. [Teaching Turkish and mastery learning]. Ankara: Anı Publishing.
• Şahin, N. (2019). Çeşitli değişkenler açısından ortaokul öğrencilerinin okuma kaygılarının incelenmesi [Investigation of reading anxiety of secondary school students in terms of various variables] Turkish Studies-Educational Sciences, 14(5), 2675-2691.
• Türkben, T. (2020). Ortaokul öğrencilerinin okuma kaygıları, motivasyon düzeyleri ve anlama becerileri arasındaki ilişkiler [Relationships between middle school students' reading anxiety, motivation levels and comprehension skills]. Journal of Language Education and Research, 6(2), 657-677.
• Torgerson, C. (2003). Systematic reviews. London: Continuum International Publishing Group
• Uçgun, D. (2016). Ortaokul öğrencilerinin okuma ve dinleme kaygıları arasındaki ilişkinin incelenmesi [A research on reading and listening anxieties of secondary school students]. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 5(4), 1958-1970.
• Yalman, M, Özkan, E. & Kutluca, T. (2013). Eğitim fakültesi öğrencilerinin kitap okuma alışkanlıkları üzerine betimsel bir araştırma: Dicle üniversitesi örneği [A descriptive study on education faculty students’ reading habits: A case in Dicle university]. Bilgi Dünyası, 14(2), 291-305.
• Yamaç, A. & Sezgin, Z. Ç. (2018). İlkokul dördüncü sınıf öğrencilerinin okuma kaygıları, akıcılıkları, motivasyonları ve okuduğunu anlamaları arasındaki ilişkiler [Relationships among fourth graders’ reading anxiety, reading fluency, reading motivation, and reading comprehension]. Education and Science, 43(194), 225-243.
• Yıldız, M., & Ceyhan, S. (2016). İlkokul 4. sınıf öğrencilerinin okuma ve yazma kaygılarının çeşitli değişkenler açısından incelenmesi [The investigation of 4th grade primary school students’ reading and writing anxieties in terms of various variables]. Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic, 11(2), 1301-1316.