READING APPREHENSION AMONG HIGHER LEARNING LEARNERS

hile many of the educational stakeholders are concerned with the more communicative usage of the second language, educators as well as learners themselves are very much aware of their capabilities of understanding second language texts that will directly affect their ability to master reading materials. This study investigates the reading apprehension level of thirty-four respondents from a private higher learning institution. The Foreign Language Reading Anxiety Scale (FLRAS) questionnaire was used as the instrument where mean and standard deviation were used as descriptive analysis. Results indicated that Linguistic Factors are the main factors that elicit reading apprehension among the second language learners.