Pilot Study of Reading and Writing Anxiety Among Chinese EFL Majors by English Proficiency Level

Abstract

This pilot study presents preliminary findings from a doctoral project investigating reading and writing anxiety among English as a Foreign Language (EFL) majors at a Chinese university. The primary aim was to assess the feasibility, reliability, and validity of two adapted instruments: the Chinese versions of the Foreign Language Reading Anxiety Inventory (Zoghi, 2012) and the Second Language Writing Anxiety Inventory (Cheng, 2004). These instruments respectively measure top-down, bottom-up, and classroom-related reading anxiety, as well as cognitive, somatic, and avoidance-related writing anxiety. A sample of 30 undergraduate English majors was stratified by English proficiency based on National College Entrance Examination (NCEE) scores. Statistical analyses, including Cronbach’s alpha and exploratory factor analysis, indicated strong internal consistency and structural validity for both scales. Several low-performing items were revised or removed based on item-total correlation, expert and participant feedback. The findings confirm the instruments’ suitability for large-scale deployment and provide insights into anxiety patterns among learners with different proficiency levels. Implications for instrument refinement and targeted pedagogical interventions are also discussed.