Compared to foreign language (FL) communication anxiety, less is known about FL reading anxiety, especially among novice EFL readers. This is a notable limitation given that previous research has shown that FL reading anxiety can negatively influence the cognitive abilities of learners during reading according to Katzir et al., (Frontiers in psychology, 9(1180), 1-13, 2018). Collaborative Strategic Reading (CSR) is one approach that combines cooperative learning and reading comprehension strategies that can address the negative effects of FL reading anxiety by Klingner and Vaughn (1999). However, most previous research on CSR has focused on learners of mixed abilities and examined its impact on reading comprehension only. Using questionnaires, reading tests, and semi-structured interviews, the present study explores the efficacy of CSR in both improving reading comprehension and alleviating reading anxiety through a 7-week intervention study with 60 low-performing EFL students in a Chinese high school. No significant difference in reading test results was found between the control group and the experimental group; however, learners in the experimental group reported lower FL reading anxiety after intervention. In addition, reading test results negatively correlated with FL reading anxiety levels. Group interviews indicated that CSR enhanced the reading engagement of participants. These findings that CSR appeared to reduce FL anxiety and improve reading engagement among novice EFL learners have important implications for language pedagogy and teacher training.
