Interrelations of Stress Coping Strategies, Foreign Language Anxiety, and Language Achievement among Iraqi EFL Students
الموضوعات :Zahraa Abdulhameed Ali Al-Salim 1 , Ehsan Rezvani 2 , Ahmed Rawdhan Salman 3 , Fatinaz Karimi 4
1 - English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2 - English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
3 - English Department, College of Arts and Humanities, Al-Mustaqbal University, Iraq
4 - English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
الکلمات المفتاحية: Stress coping strategies, foreign language anxiety, language achievement, EFL learners,
ملخص المقالة :
One of the most relevant areas in the field of Second Language Acquisition (SLA) that still merits further attention is the individual differences among English as Foreign Language (EFL) learners. With an eye on this issue, this study investigates the interrelations among stress coping strategies, foreign language anxiety (FLA), and language achievement among Iraqi EFL students. Utilizing a correlational research design, the study involved 150 upper-intermediate EFL learners who were randomly selected from EFL learners studying in two universities in Iraq. As for the data collection procedure phase of the study, the participants completed the Foreign Language Classroom Anxiety Scale (FLCAS) and the Coping Inventory for Stressful Situations (CISS) to assess their levels of anxiety and coping strategies. The results indicated that there wsa a significant negative relationship between task-oriented coping strategies and foreign language anxiety, as well as a positive correlation between task-oriented coping and language achievement. The findings highlight the importance of effective coping strategies in mitigating anxiety and enhancing language learning outcomes among EFL learners. Furthermore, the study highlights the need for instructors to foster task-oriented coping strategies to improve language achievement and reduce anxiety, thereby creating a more supportive and effective learning environment.
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