TY - JOUR ID - 120698 TI - EFL Teachers’ Effective Classroom Management and Learners’ Anxiety and Learning Strategies JO - Iranian Journal of Language Teaching Research JA - IJLTR LA - en SN - 2322-1291 AU - Marashi, Hamid AU - Assgar, Faezeh AD - Islamic Azad University at Central Tehran Y1 - 2019 PY - 2019 VL - 7 IS - 2 SP - 65 EP - 82 KW - teacher variables KW - learner variables KW - effective classroom management KW - learners’ anxiety KW - learning strategies DO - 10.30466/ijltr.2019.120698 N2 - This study was an attempt to investigate the relationship between EFL teachers’ effective classroom management and EFL learners’ anxiety and learning strategies. Accordingly, two questionnaires and a checklist were used: Strategy Inventory for Language Learning (SILL), Foreign Language Classroom Anxiety Scale (FLCAS), and Murdoch’s checklist. A total of 750 male and female learners and their 30 teachers participated in this study. Once the questionnaires were administered and the checklist was filled, the researchers conducted the relevant descriptive and inferential statistical analyses and the results supported the notion that teachers’ classroom management was positively correlated with language learners’ learning strategies while it was negatively correlated with their anxiety. Hence, the major implication of this study is that EFL teachers can engage in employing more effective classroom management techniques in order to encourage EFL learners to use more strategies in the process of their learning and at the same time reduce their anxiety. UR - https://ijltr.urmia.ac.ir/article_120698.html L1 - https://ijltr.urmia.ac.ir/article_120698_5c20280a42cad0f42fb64fe579d448d6.pdf ER -