INVESTIGATING THE RELATIONSHIP BETWEEN FOREIGN LANGUAGE CLASSROOM ANXIETY AND READING COMPREHENSION AMONG IRAQI EFL LEARNERS
This study investigated the relationship between foreign language classroom anxiety (FLCA) and reading comprehension ability among Iraqi learners of English as a foreign language (EFL). A mixed-methods approach was employed, involving quantitative data collection through the Foreign Language Classroom Anxiety Scale (FLCAS) and a Reading Comprehension Test (RCT), as well as qualitative data collection through semi-structured interviews. The sample consisted of 128 Iraqi undergraduate EFL learners. Quantitative results revealed a significant negative correlation between FLCA and reading comprehension performance. Regression analysis indicated that FLCA was a significant predictor of reading comprehension ability. Qualitative findings corroborated these results, highlighting the prevalence of anxiety-inducing situations in the classroom, the perceived negative impact of anxiety on cognitive processes and comprehension, and the role of teachers in either alleviating or exacerbating anxiety levels. The study underscores the need for implementing effective anxiety-reducing strategies to enhance reading comprehension outcomes among Iraqi EFL learners.
Foreign Language Classroom Anxiety, Reading Comprehension, Iraqi EFL Learners, Mixed-Methods.