Impact of learning environment on reading anxiety: a study of medical students in online and traditional settings

Reading anxiety is a common issue experienced by students in different learning settings. This study compares reading anxiety among medical students in online and face-to-face learning environments. A group of 70 first-year medical students of different genders participated in General English courses during the 2021-2022 academic year at North Khorasan University of Medical Sciences. The students, with an average age of 22, were selected based on their performance on the Oxford Placement Test. They were then randomly assigned to either the control group (receiving face-to-face instruction) or the experimental group (receiving online instruction). Before the sessions, both groups took the EFL Reading Anxiety Inventory (EFLRAI) as a pre-test. The experimental group used the Sama Live App platform for online instruction, while the control group had traditional face-to-face instruction. Following six sessions, students from both groups completed the EFLRAI as a post-test. Data analysis was conducted using SPSS software, revealing that the face-to-face group had higher mean reading anxiety levels compared to the online group. The results indicate that participants generally see technology as a beneficial tool for enhancing collaboration with their peers.