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Investigating the relationship between learning anxieties and learning strategies used by EFL teachers and students



Abstract

This research has investigated the relationship between learning anxieties and learning strategies and has explored the effect of learning anxieties on learning strategies used by B.A EFL student of the Islamic Azad University of Ardabil branch. Overall, 103 students participated in this investigation, and two questionnaires were used for collecting data. To this end, Foreign Language Reading Anxiety Scale (FLRAS) was utilized to measure the learning anxiety of students and to investigate the learning strategies and Survey of Reading Strategies (SORS). Readers having high anxiety (HAR), low anxiety (LAR), and moderate anxiety (MAR) were categorized based on FLRAS results. Momentum correlational-descriptive statistics, Pearson correlational coefficient, and Regression analysis were used for analyzing the data. The results of analyzing the data showed that r (0.022) <table (0.207), with a significance level of 0.842, was more than 0.05. There was it was shown that no primary relationships existed between reading anxiety and the overall use of learning strategies. Moreover, it proved that high anxiety didn't lead to less use of learning strategies. Due to the findings mentioned above, there was no need for regression analyses to investigate the effect of anxiety on the use of learning strategies. In addition, various suggestions have been presented for students and teachers of EFL, and future research of this study can be considered.


How to cite this article:
Vancouver
Mekaeil NST. Investigating the relationship between learning anxieties and learning strategies used by EFL teachers and students. J Adv Pharm Educ Res. 2022;12(4):77-81. https://doi.org/10.51847/ClJMJf5HeR
APA
Mekaeil, N. S. T. (2022). Investigating the relationship between learning anxieties and learning strategies used by EFL teachers and students. Journal of Advanced Pharmacy Education and Research, 12(4), 77-81. https://doi.org/10.51847/ClJMJf5HeR
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