interrelations of stress coping strategies, foreign language anxiety, and language achievement among iraqi efl students

This study investigates the interrelations among stress coping strategies, foreign language anxiety (fla), and language achievement among iraqi efl students. utilizing a correlational research design, the study involved 150 upper-intermediate efl learners from two universities in iraq. participants completed the foreign language classroom anxiety scale (flcas) and the coping inventory for stressful situations (ciss) to assess their levels of anxiety and coping strategies. the results indicate a significant negative relationship between task-oriented coping strategies and foreign language anxiety, as well as a positive correlation between task-oriented coping and language achievement. the findings highlight the importance of effective coping strategies in mitigating anxiety and enhancing language learning outcomes among efl learners. furthermore, the study highlights the need for instructors to foster task-oriented coping strategies to improve language achievement and reduce anxiety, thereby creating a more supportive and effective learning environment.