Reading Anxiety and Difficulties of Syrian Students in Turkish Reading
İnönü Üniversitesi Eğitim Fakültesi Dergisi, cilt.27, sa.1, ss.303-319, 2026 (TRDizin)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 27 Sayı: 1
- Basım Tarihi: 2026
- Doi Numarası: 10.17679/inuefd.1832050
- Dergi Adı: İnönü Üniversitesi Eğitim Fakültesi Dergisi
- Derginin Tarandığı İndeksler: TR DİZİN (ULAKBİM)
- Sayfa Sayıları: ss.303-319
- Hatay Mustafa Kemal Üniversitesi Adresli: Evet
Özet
This study examined the anxiety levels related to Turkish language classes and reading, as well as the reading difficulties, of Syrian students attending primary school in Türkiye. Data were collected from 395 students using the Turkish Language Course Anxiety Scale (TLCAS) and the Turkish Reading Anxiety Scale (TRAS). According to the results of the analysis, while a significant difference was found in communication anxiety by gender (p = .021), no significant difference was observed in overall anxiety levels (p = .580). As grade level increased, Turkish language course anxiety (p = .005), test anxiety (p = .010), and fear of negative evaluation (p = .035) decreased. Similarly, reading anxiety differed significantly by gender (p = .037) and grade level (p = .002). In addition, a moderate correlation was found between Turkish language course anxiety and reading anxiety (r = .566, p < .01), and a significant strong negative correlation was identified between reading anxiety and Turkish reading achievement (p < .001). The findings indicate that the anxieties experienced by Syrian students interact with their learning processes. Therefore, support programs should be implemented to reduce students’ anxiety levels.