Exploring How Language Proficiency And Reading Anxiety Influence Reading Comprehension In EFL Learners: An Analytical Study Of Key Contributing Factors And Implications

Abstract

This study investigates the reading proficiency levels and comprehension challenges faced by Saudi English as a Foreign Language (EFL) students, focusing  on both linguistic and non-linguistic factors. The research specifically explores the role of vocabulary knowledge and reading anxiety in shaping students’ reading comprehension outcomes, as well as potential gender differences in these challenges. A total of 145 EFL students participated in the study, completing questionnaires designed to assess their reading proficiency, vocabulary knowledge, and anxiety levels. The data were analyzed using descriptive statistics, pearson correlation, and multiple regression analysis to determine the relationships between the variables.The findings indicate that vocabulary knowledge is the strongest predictor of reading proficiency, with students who demonstrate a broader and deeper understanding of vocabulary performing significantly better on reading comprehension tasks. Additionally, the study reveals that reading anxiety negatively affects students’ comprehension, particularly among female learners, who reported higher levels of anxiety compared to their male counterparts. This suggests that non-linguistic factors, such as emotional responses to reading, play a crucial role in academic reading performance. The study concludes that improving vocabulary instruction and addressing reading anxiety are essential for enhancing reading comprehension among Saudi EFL students. Based on these findings, pedagogical interventions are recommended, including targeted vocabulary-building programs and anxiety-reduction strategies, such as mindfulness practices and self-regulation techniques. These interventions aim to improve students’ reading proficiency and help them overcome the cognitive and emotional barriers to effective reading.