本研究主要目的旨在探討英文閱讀焦慮與閱讀策略之關係，同時也會探究不同英語程度及不同性別的印尼學生其英文閱讀焦慮和閱讀策略間的關聯性。研究問題包括 (1) 印尼學生英文閱讀焦慮和閱讀策略之間有無顯著相關? (2) 英語程度較佳和較差的印尼學生其英文閱讀焦慮和閱讀策略有無顯著差異? (3) 印尼男性和女性學生其英文閱讀焦慮和閱讀策略有無顯著差異? (4) 印尼學生對英文閱讀焦慮和閱讀策略之觀感為何? 本研究受測對象為120位印尼萬丹省一所國中的八年級學生，採用三種研究工具，包括外語閱讀焦慮量表、閱讀策略問卷及半結構式訪談。研究結果顯示閱讀焦慮並不影響印尼英語學習者對閱讀策略的選擇，但英語程度較好的學生比程度較差的學生更容易產生閱讀焦慮。此外，女性和男性的英文閱讀焦慮並無顯著差異，但女性學習者在英文閱讀上較有信心，也較少出現查閱文章中生字的行為。最後，根據研究結果提出的教學方式，可供學校、行政單位、課程設計者、教師和學生參考，以建構更有效率的英文閱讀學習環境。

The purpose of the present study is to explore relationship that reading anxiety and reading strategy possibly has. This study also aims to investigate reading anxiety and reading strategy used of Indonesian EFL learners with different proficiency level and gender. Therefore, the proposed research questions were (1) Is there any correlation between reading anxiety and reading strategy use of Indonesian EFL learners? (2) Are there significant differences in reading anxiety and reading strategy use between more proficient and less proficient Indonesian EFL learners? (3) Are there significant differences in reading anxiety and reading strategy use between male and female Indonesian EFL learners? (4) What are Indonesian EFL learners’ perceptions of their reading anxiety and reading strategies? The study involved 120 eighth-grade students from a junior high school in Banten, Indonesia. Three instruments were implemented, including FLRAS (Foreign Language Reading Anxiety Scale), SORS (Survey of Reading Strategy Use), and a semi-structured interview.
The results showed that reading anxiety did not influence the Indonesian EFL learners’ reading strategy use. As for the variables, it was found that more proficient students have higher level of anxiety than less proficient ones. Though in general females and males did not show any significant differences in reading anxiety, yet females are more confident and were less often in translating word by word while reading than males. The limitations of the present study are also discussed. Based on the results, pedagogical implications and suggestions are presented for schools, administrators, curriculum designers as well as teachers and students to build more efficient learning environment especially for English reading.

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