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<p style="text-align:justify;">Reading is an essential skill for second and foreign language learners. It is the heart of&nbsp;all formal learning. Students 'success or failure in reading at early grades&nbsp;resonates throughout the rest of their lives. The purpose of this study is to&nbsp;investigate the relationship between reading anxiety and reading strategy use&nbsp;of Iranian elementary level EFL learners. The participants of this study were&nbsp;fifty students with the age range of 14 to 28 years old, both from female and&nbsp;male of Iranian EFL elementary learners from Beynolmelal English language&nbsp;institute in Tehran. The research design of this study was quantitative. In&nbsp;order to collect data two basic instruments were administered to the&nbsp;participants. The first instrument was a questionnaire that was administered to&nbsp;investigate the participants’ level of reading anxiety. The second&nbsp;questionnaire was in addition used to examine the participants’ reading&nbsp;strategy use The first questionnaire was composed of 20 items which were rated&nbsp;by a five-point Likert scale, ranging from five-point (strongly agree) to one&nbsp;point (strongly disagree). The second questionnaire consisted of 30 items similarly&nbsp;rated on a five-point Likert scale, ranging from one point (I never or almost&nbsp;never do this) to five points (I always or almost always do this). The&nbsp;correlation coefficient between the reading anxiety and reading strategy use&nbsp;would be determined out with the assistance of IBM SPSS. The findings of this&nbsp;study would be expected to give valuable information to English teachers and&nbsp;material developers to recognize the elementary level learners’ anxiety level&nbsp;and improve their reading strategy use in language classes.</p>

The Relationship between the Reported Reading Anxiety Level and Reading Strategy Use of Iranian Elementary Level EFL Learners

Original Research 

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