The Effect Of Anxiety among Iranian EFL learners

The present study investigates the prevalence of reading anxiety among Iranian EFL students. Reading is a crucial skill that learners must acquire in order to succeed academically and professionally. However, anxiety and stress can hinder their ability to read effectively, which can negatively impact their academic performance and self-confidence. The study is based on the premise that foreign language reading anxiety (FLRAS) and foreign language classroom anxiety (FLCAS) are significant factors that contribute to learners' anxiety and stress levels in the classroom. The study explores the factors that contribute to FLRAS and FLCAS among non-native learners of English, including cultural differences, language proficiency, and cognitive and affective factors. By recognizing these factors, teachers, researchers, and curriculum designers can develop effective strategies to help learners overcome their anxiety and improve their reading skills. The findings of this study have implications for language teaching and learning, as well as for future research in this area.

کلیدواژه ها:

Reading ، Anxiety ، Foreign Langusge Reading Anxiety Scale (FLRAS) ، Foreign Language Classroom Anxiety Scale(FLCAS)