Stress Management Strategies and Their Impact on Language Achievement in Iraqi EFL Contexts
Subject Areas :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 -
3 - English Department, College of Arts and Humanities, Al-Mustaqbal University, Iraq
4 - Islamic Azad University, Isfahan (Khorasgan) Branch
Keywords: EFL learners, Language achievement, Stress coping strategies, academic performance,
Abstract :
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.
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