Jurnal Bahasa dan Budaya China

The aim of this study is to explore the changes in Chinese language students' reading-related anxiety in the post-pandemic era in Indonesia, as well as to compare it with the situation during the pandemic. The study focuses on Chinese language department at Bunda Mulia University. A questionnaire survey was used to understand students' feelings of anxiety while reading, investigate the impact of the pandemic on their reading habits, and identify effective methods to alleviate anxiety. During the pandemic, students engaged in online reading courses. Initially, online teaching was conducted through the school forum, and later shifted to video conferencing. In the post-pandemic era, the school adopted a hybrid approach with both online and in-person classes, gradually transitioning back to fully in-person courses. The survey results indicated that out of 217 participants, approximately 85% of students showed moderate to high levels of anxiety while reading Chinese texts. The main areas of concern were unfamiliar content, new vocabulary, and grammar. However, students displayed a more positive attitude towards adapting to reading and becoming familiar with Chinese culture. Further analysis revealed that students' reading-related anxiety was influenced by various factors, such as vocabulary comprehension and reading strategies. Although there were some differences in anxiety and reading habits based on campus location and grade, these differences were not significant. Weekly time spent on Chinese reading was significantly correlated with anxiety and reading habits, as longer reading time was associated with lower anxiety and better habits. Regarding reading habits, most students expressed satisfaction with reading tasks and pre-reading preparation for Chinese reading classes. However, some students hoped for more diverse tasks and assistance in improving their Chinese writing skills to stimulate their interest in reading. This study found that students generally experienced a certain degree of anxiety in their reading-related learning, especially when facing unfamiliar content, vocabulary, and grammar. Schools and teachers can pay attention to individual differences among students and provide targeted teaching support based on various factors to help them cultivate good reading habits and enhance their Chinese reading proficiency.