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.
Marashi, H., & Assgar, F. (2019). EFL Teachers’ Effective Classroom Management and Learners’ Anxiety and Learning Strategies. Iranian Journal of Language Teaching Research, 7(2), 65-82. doi: 10.30466/ijltr.2019.120698
MLA
Hamid Marashi; Faezeh Assgar. "EFL Teachers’ Effective Classroom Management and Learners’ Anxiety and Learning Strategies", Iranian Journal of Language Teaching Research, 7, 2, 2019, 65-82. doi: 10.30466/ijltr.2019.120698
HARVARD
Marashi, H., Assgar, F. (2019). 'EFL Teachers’ Effective Classroom Management and Learners’ Anxiety and Learning Strategies', Iranian Journal of Language Teaching Research, 7(2), pp. 65-82. doi: 10.30466/ijltr.2019.120698
VANCOUVER
Marashi, H., Assgar, F. EFL Teachers’ Effective Classroom Management and Learners’ Anxiety and Learning Strategies. Iranian Journal of Language Teaching Research, 2019; 7(2): 65-82. doi: 10.30466/ijltr.2019.120698
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