Exploring the Relationship between Global Self-Esteem and Reading Anxiety by Considering Grade Level and Gender

The present descriptive quantitative research attempted to study the relationship between reading anxiety and self-esteem among EFL learners in a city in the south east of Iran. A sample of 76 intermediate and advanced male (51.3%) and female (48.7%) learners were assessed using global self-esteem and reading anxiety questionnaires. The data was analyzed using T-test and Pearson correlation coefficient. The results were indicative of no significant relationship between learners reading anxiety and their self-esteem while more proficient learners had higher level of self-esteem. Likewise, although no significant difference was seen regarding gender and self-esteem, male learners had higher reading anxiety than female learners. Nonetheless, no difference was reported considering their proficiency level and reading anxiety.