The present study was conducted to explore the effects of teaching reading strategies on English as a Foreign Language (EFL) learners’ reading anxiety. To fulfill the purpose of this study, 55 intermediate EFL learners were selected among a total number of 90 through their performance on a sample piloted Preliminary English Test (PET), and then randomly assigned to two experimental and co...

this study sought to explore the possible relationship between reading anxiety and reading proficiency and also between reading anxiety and language learners’ use of reading strategies. the majority of studies on language anxiety have been quantitative to date. this study was conducted in two phases. the first phase was quantitative, and the second consisted of a series of case studies using in...

the purpose of the present study was to compare writing high achievers and low achievers tefl (teaching english as foreign language) learners’ writing self-beliefs. subjects, based on their officially recorded scores on the writing course, were assigned in two 22-member groups of high and low achievers. the adapted english version of mills’ and péron’s (2008) questionnaire and the foreign langu...

While listening plays an important role in the process of foreign/second language learning, different factors can affect this process. This study was designed to assess the relationship between listening anxiety and metacognitive strategy awareness with a special interest in the role of gender and proficiency level. In order to conduct this survey, two instruments including the Metacognitive Aw...

Anxiety undoubtedly plays an influential role in the experience of foreign language learning. This affective factor has attracted lots of researchers and has been the subject pool of scholarly research worldwide. However, research on the effect of demographic variables on foreign language anxiety (FLA) and the effect of FLA on the learners’ intention to continue their English language education...

The present study was conducted to examine empirically and systematically the effect of explicit instruction of comprehension strategies on EFL learners’ reading anxiety and reading comprehension in Iranian high schools. To this end, two intact classes (65 students) participated in this study as members of control and experimental groups. The experimental group underwent 10 sessions of reading ...