The Effect of Reading Anxiety and Motivation on EFL Learners’ Choice of Reading Strategies

Abstract

The purpose of this study was to investigate the relationship between reading anxiety and motivation, and the effect of reading anxiety and motivation level on the choice of global, supportive and problem solving reading strategies. To this end, 120 EFL female pre-university students were given three questionnaires: FLRAS, SORS, and AMQ. The findings showed a significant low positive relationship between reading anxiety and motivation. It was also found that motivation level influences EFL learners’ choice of reading strategies. However, no statistically significant differences were found among the effects of reading anxiety levels on the choice of reading strategies.