Averting EFL Learners’ Reading Anxiety by Implementing Reading Strategies and Vocabulary Learning Strategies

Subject Areas :

Nasrin  Heidari ¹ (English Department, Central Tehran Branch, Islamic Azad University, Tehran, Iran)
Mania  Nosratinia ² (English Department, Central Tehran Branch, Islamic Azad University, Tehran, Iran)

Received: 2022-01-27 Accepted : 2022-05-02 Published : 2022-05-01

Keywords: reading comprehension, reading strategies, vocabulary learning strategies, Reading anxiety,

Abstract :

This quantitative study examined the relationship between EFL learners’ choice of vocabulary learning strategies (CVLS), reading strategies (RS), and reading anxiety (RA). To this end, 123 Iranian EFL learners (81 female; 42 male) within the age range of 24 to 39 were selected by employing convenience sampling. The data collection instruments were the Foreign Language Reading Anxiety Scale (Saito et al., 1999), the Survey of Reading Strategies (Mokhtari & Sheorey, 2002), and the Vocabulary Learning Strategies Questionnaire (Schmitt, 1997). Subsequent to checking and verifying the pertinent assumptions, using Pearson’s correlation coefficient indicated that there was a significant and negative correlation between CVLS and RA and a significant and positive correlation between CVLS and RS; in addition, a significant and negative correlation between RS and RA was observed. Furthermore, the results of multiple regression analysis and comparing the β values revealed that RS makes the strongest statistically significant unique contribution to suppressing reading anxiety, and CVLS turned out to be the second significant preventer of RA. In general, the obtained results confirmed that both RS and CVLS can significantly prevent EFL learners’ RA; therefore, it is fairly reasonable to consider RS and CVLS while planning the pedagogical practice.

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