The Influence of Teaching Methods on Reading Anxiety among University Students: A Relational Pedagogical Perspective

Abstract

Reading anxiety has become an increasingly important issue in higher education, particularly amongst university students who are required to engage with complex academic texts. This study investigates the influence of teaching methods on reading anxiety amongst university students through the lens of relational pedagogy. Using a quantitative research design, data were collected from 88 university students through a structured questionnaire of 27 items, measuring perceptions of teaching methods and levels of reading anxiety. The survey consisted of three sections: top-down reading anxiety, bottom- up reading anxiety, and classroom teaching method. The findings revealed significant relationships between teaching methods and reading anxiety. The results suggest that instructional approaches employed by the lecturers may influence students’ emotional responses toward reading activities, particularly when students encounter difficulties related to comprehension, vocabulary, decoding, and language structures. The study highlights the importance of grounding teaching practices in empathy, encouragement, and interaction to encourage students’ engagement in reading tasks.