10.57647/

Stress Management Strategies and Their Impact on Language Achievement in Iraqi EFL Contexts

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  • Zahraa Abdulhameed Ali Al-Salim1,
  • Ehsan Rezvani*2,
  • Ahmed Rawdhan Salman3,
  • Fatemeh karimi4,
  1. English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
  2. Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
  3. English Department, College of Arts and Humanities, Al-Mustaqbal University, Iraq
  4. English Department, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

Published in Issue 2024-04-01

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This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Abdulhameed Ali Al-Salim, Z., Rezvani, E., Rawdhan Salman, A., & karimi, F. (2024). Stress Management Strategies and Their Impact on Language Achievement in Iraqi EFL Contexts. Journal of New Trends in English Language Learning (JNTELL), 3(2). https://doi.org/10.57647/
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Abstract

This study explores the relationship between stress coping strategies and language achievement among
Iraqi learners of English as a Foreign Language (EFL), emphasizing the influence of task-oriented,
emotion-oriented, and avoidance-oriented coping mechanisms on academic performance. Employing
a quantitative, correlational research design, the study sampled 150 upper-intermediate Iraqi EFL
students aged 21 to 38. Data were collected using the Coping Inventory for Stressful Situations (CISS)
to assess coping strategies and participants’ academic records to measure language achievement. The
findings reveal a significant positive correlation between task-oriented coping strategies and language
achievement, underscoring the effectiveness of problem-solving and goal-directed behaviors in
mitigating stress and enhancing academic outcomes. In contrast, emotion-oriented coping strategies
were negatively correlated with language achievement, reflecting their association with heightened
anxiety and reduced focus, which can impair learning. Avoidance-oriented strategies showed a weak
positive correlation, suggesting their limited applicability in promoting academic success in EFL
contexts. These results highlight the critical role of adaptive coping mechanisms in supporting
language learning and stress the necessity of incorporating stress management training into language
education curricula. By providing practical insights, this study contributes to a deeper understanding
of the interplay between psychological factors and language achievement. The findings offer valuable
implications for educators, curriculum developers, and policymakers aiming to enhance language
education outcomes through a more holistic approach to learner well-being and resilience.

Keywords

  • Language achievement,
  • Stress coping strategies,
  • ََAcademic performance,
  • EFL Learners
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