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

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