Our recent study has been published in System. Understanding how individual differences in EFL reading anxiety impact learning is key to supporting students. Our latest study explores the multidimensional nature of this anxiety and its effects on reading proficiency and classroom achievement.
🔍 Key Findings:
1️⃣ Cognitive Anxiety:
- Negatively affects EFL reading proficiency, but not overall course achievement.
2️⃣ Classroom Anxiety:
- Strongly inhibits EFL course achievement more than reading proficiency.
3️⃣ Metacognitive Anxiety:
- Predicts both reading proficiency and course achievement, highlighting its critical role.
✨ What This Means for Teaching:
- Addressing anxiety in EFL classrooms requires a multidimensional approach, focusing on cognitive, metacognitive, and classroom factors.
- Targeted strategies can improve students’ performance and reduce anxiety-related barriers to learning.
Let’s work together to create more supportive EFL environments for our learners! 🌟
