Students’ Foreign Language Anxiety: Its Effect on their Reading on Critical Reasoning Skills

Abstract

Critical thinking is crucial for effective information seeking, learning, and cognitive development. Understanding, analyzing, and evaluating what they hear or read may help them find acceptable answers. This research aims to investigate if critical thinking skills in intermediate EFL students can predict essential reading and anxiety associated with foreign language reading. EFL students at a university were asked to take an English language competency exam, a critical thinking abilities assessment, and a critical reading scale. The reliability of surveys was re-examined utilizing KR-21 and Cronbach's Alpha, and the results were analyzed using multiple regression approaches. The capacity to think critically was a significant predictor utilizing various regressions. FLRAS also claims a correlation between cognitive skills and the anxiety associated with foreign language reading. CTS and FLRA statistics suggest that as students' CTS increases, their FLRA decreases.