IMPACT OF STRATEGY-BASED READING INSTRUCTIONS ON READING ANXIETY OF UNIVERSITY-LEVEL ESL STUDENTS OF PAKISTAN

There is a scarcity of research on the effects strategy-based reading instructions anxiety in Pakistan. This action study fills this gap literature by examining impact ESL students at university level Employing quantitative analysis, explored anxiety. With total 60 participants—30 each cycle—the was carried out two cycles. Over course four months, participants both cycles received instructions. The data gathered means survey strategies (SORS) and Foreign Language Reading Anxiety Scale (FLRAS) which administered during pre-intervention post-intervention phases results demonstrate that implementing effectively reduces students. findings provide valuable insights for educators curriculum developers, emphasizing significance integrating into instructional practices as they can help reduce