Stress Management Strategies and Their Impact on Language Achievement in Iraqi EFL Contexts
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: EFL learners, Language achievement, Stress coping strategies, academic performance,
ملخص المقالة :
This study explores the relationship between stress coping strategies and language achievement among Iraqi learners of English as a Foreign Language (EFL), emphasizing the influence of task-oriented, emotion-oriented, and avoidance-oriented coping mechanisms on academic performance. Employing a quantitative, correlational research design, the study sampled 150 upper-intermediate Iraqi EFL students aged 21 to 38. Data were collected using the Coping Inventory for Stressful Situations (CISS) to assess coping strategies and participants’ academic records to measure language achievement. The findings reveal a significant positive correlation between task-oriented coping strategies and language achievement, underscoring the effectiveness of problem-solving and goal-directed behaviors in mitigating stress and enhancing academic outcomes. In contrast, emotion-oriented coping strategies were negatively correlated with language achievement, reflecting their association with heightened anxiety and reduced focus, which can impair learning. Avoidance-oriented strategies showed a weak positive correlation, suggesting their limited applicability in promoting academic success in EFL contexts. These results highlight the critical role of adaptive coping mechanisms in supporting language learning and stress the necessity of incorporating stress management training into language education curricula. By providing practical insights, this study contributes to a deeper understanding of the interplay between psychological factors and language achievement. The findings offer valuable implications for educators, curriculum developers, and policymakers aiming to enhance language education outcomes through a more holistic approach to learner well-being and resilience.
Al-Nouh, N., Al-Mutairi, N., & Al-Harbi, S. (2017). The impact of stress management on language achievement among EFL students in Saudi Arabia. Journal of Language and Linguistic Studies, 13(2), 234–249. https://doi.org/example
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
Chen, J. C., & Lee, C. (2016). The role of cultural values in coping strategies: A cross-cultural comparison of American and Chinese students. International Journal of Psychology, 51(6), 421–431. https://doi.org/example
Endler, N. S., & Parker, J. D. A. (1990). Coping Inventory for Stressful Situations (CISS). Journal of Personality and Social Psychology, 58(6), 1014–1023. https://doi.org/example
Folkman, S., & Lazarus, R. S. (1984). Stress, appraisal, and coping. Springer Publishing.
Gregersen, T. S. (2003). To be or not to be: The influence of coping strategies on foreign language anxiety. Perspectives, 11(2), 25–41. https://doi.org/example
Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112–126. https://doi.org/example
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/example
Hsieh, P. H., Wu, P. C., & Yang, H. H. (2018). The effect of task-oriented coping on foreign language achievement. Language Learning, 68(4), 809–828. https://doi.org/example
Kormos, J., & Kiddle, T. (2013). The role of emotion in language learning: A study of the relationship between language anxiety, self-regulation, and academic achievement. Language Teaching Research, 17(3), 347–367. https://doi.org/example
Krashen, S. D. (1981). Second language acquisition and second language learning. Pergamon Press.
Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners' unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 92(1), 71–86. https://doi.org/example
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation. American Psychologist, 57(9), 705–717. https://doi.org/example
MacIntyre, P. D. (2007). Anxiety in second language learning: A review of the literature. Language Teaching, 40(4), 235–247. https://doi.org/example
MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283–305. https://doi.org/example
MacIntyre, P. D., & Gregersen, T. (2012). Emotions that facilitate language learning: The positive effects of anxiety, self-confidence, and motivation. In P. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA (pp. 173–190). Multilingual Matters. https://doi.org/example
Schmitt, N. (2004). The relationship between second language vocabulary acquisition and foreign language anxiety. Studies in Second Language Acquisition, 26(3), 173–201. https://doi.org/example
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/example
Tuan, L. T., & Mai, N. T. (2015). Coping strategies and academic achievement: A study of Vietnamese EFL students. The Asia-Pacific Education Researcher, 24(3), 439–448. https://doi.org/example
Zeidner, M. (2006). Test anxiety: The state of the art. Springer Science & Business Media. https://doi.org/example
Zhao, L. (2023). Stress and coping strategies in the context of bilingualism: A longitudinal study of Chinese EFL learners. Journal of Language Learning and Development, 12(1), 45–63. https://doi.org/example
