The Effect of Emotions on Undergraduate Students' English Reading Proficiency at the SBBUSBA

Abstract

In English as a Second Language (ESL) setting, undergraduate students' academic success is significantly influenced by their English reading proficiency. In addition to their language skills, students' comprehension of academic literature is influenced by emotional elements. This study examines the effects of two primary emotional variables on English reading performance: anxiety, which is a negative emotion, and confidence, which is a good emotion. It specifically looks at how these feelings affect students' usage of expeditious and careful reading. While worry can lower comprehension and impede reading performance, positive emotions like confidence can increase students' interest, speed, and accuracy in reading assignments. The purpose of the study was to look at the connection between undergraduate students at SBBU University's confidence, anxiety, and English reading proficiency. The Preliminary English Test (PET) was used to gather data from 150 undergraduate students utilizing a quantitative research approach. The results showed that whereas anxiety had a detrimental impact on students' reading comprehension and strategy utilization, confidence had a favorable impact on both quick and careful reading performance. In order to increase students' reading performance, the study emphasizes the significance of lowering fear and boosting confidence in English language classrooms.