The present study was an attempt to determine a relationship between foreign language reading anxiety and reading strategy use among a group of EFL Iranian readers (no = 100) with low vs. high proficiency levels. To this end, FLRAS (Foreign Language Reading Anxiety Scale) developed by Saito, Horwitz, and Garza, (1999) was used in order to measure the participants’ level of anxiety in reading and SORS (The Survey of Reading Strategies) adapted from Mokhtari and Sheorey (2002), was utilized to gauge the participants’ strategy uses. The students’ responses to reading strategies when faced with anxiety-provoking contexts were categorized into three strategy uses including ‘global’, ‘problem solving’ and ‘support’ and mapped on their total scores in reading anxiety. The results from Multinomial Logit Regression (MLR) showed that the students with lower level reading anxiety indices would adopt problem solving strategies more compared with support and global strategies. Regarding the interaction of proficiency level in the process, the results showed that it was less probable for the students with lower reading anxiety levels to adopt problem solving strategies compared with more anxious students who would adopt global strategies. Some possible implications are discussed in the light of improving reading instructions provided for Iranian students.
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