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Item Open Access PERCEIVED CHALLENGES AND SOLUTIONS TO FOREIGN LANGUAGE ANXIETY IN READING(SDU University, 2025) Dilnur Zhuman; Saule Tulepova; Kuralay ZhampeiisThis study explores the difficulties and coping strategies of students who have anxiety when reading in a foreign language. Through a qualitative thematic analysis of interviews with 8 master's students, three main themes emerged: the challenges in foreign language reading include vocabulary difficulties, text complexity, and speed constraints; emotional responses such as anxiety, self-doubt, and external pressures; strategies to overcome reading anxiety include vocabulary building techniques, digital tools, and peer support. The findings are significant in highlighting the importance of motivation, self-regulation and structured pedagogical interventions in reducing reading anxiety. Learners can be supported by educators by introducing pre reading strategies, encouraging collaborative learning and incorporating technology into teaching to help in improving comprehension and confidence. Limitations of the study include small sample size and reliance on self-reported data.Item Open Access STRATEGIES TO OVERCOME FLA: TEACHERS' VIEWS(SDU Bulletin: Pedagogy and Teaching Methods, 2025) Zhuldyz Khassen; Saule Tulepova; Dameli AlimbayevaThis study aims to identify efficient strategies to overcome and reduce foreign language anxiety (FLA) among English as a Foreign Language (EFL) students. 9 EFL teachers from the university shared their views toward FLA and reported their strategies to reduce FLA. Using a qualitative method, semi-structured interviews were conducted. The findings showed that several effective strategies may help to overcome FLA among students. The strategies have included creating a supportive atmosphere and classroom environment, using engaging teaching methods, and helping students build confidence. This study contributes to the existing findings of FLA while comparing the teachers’ effective strategies.Item Open Access The Relationship Between Foreign Language Anxiety and Academic Achievement in an EFL Context(SDU University, 2025) Khassen Zh.This study investigates the relationship between foreign language anxiety (FLA) and academic achievement, measured by GPA, among first-year university students in an English as a Foreign Language (EFL) context in Kazakhstan. Although previous research works have established that high levels of FLA can hinder language performance, its effect on overall academic achievement remains inconclusive, especially in under-researched regions such as Kazakhstan. Grounded in Krashen’s affective filter hypothesis, Tobias’s cognitive processing model, and Horwitz et al. 's theory of FLA, the study utilized the Foreign Language Classroom Anxiety Scale (FLCAS) to collect data from 87 first-year students. Quantitative methods were employed to analyze descriptive statistics and the correlation between FLA and students’ self-reported GPA scores. The findings revealed that the mean anxiety score was 94.33, suggesting moderate to high anxiety levels. However, the Pearson correlation coefficient (r = 0.032, p = 0.766) indicated no statistically significant relationship between students’ FLA and their GPA. This implies that while FLA is prevalent, it does not necessarily predict academic success in a broader educational context. The study contributes to the existing literature by offering original data from Kazakhstani learners and suggests that emotional support in EFL classrooms remains important, even when anxiety does not directly impact GPA.Item Open Access Efficacy of Cognitive-Behavioral Interventions in Reducing Foreign Language Speaking Anxiety: A Case Study of master's degree students(SDU University, 2025) Jaxybekova I.This study investigates the effectiveness of cognitive-behavioral interventions (CBIs) in reducing foreign language speaking anxiety (FLSA) among master’s degree students in Kazakhstan. Despite high English language proficiency, many graduate students face moderate to high levels of speaking anxiety, during such activities as classroom participation, oral exams and presentations. Such phenomenon may not only lower genetal performance of a student, but also limit students’ confidence and professional development. To address this issue, a three-week intervention program was designed using core CBT strategies: cognitive restructuring, graduate exposure and relaxation technique. A mixed-method case study approach was used, involving 30 master’s students from both public and private universities of Kazakhstan. Quantitative data was collected using Foreign Language Classroom Anxiety Scale (FLCAS) before and after interventions. Data was analyzed on a group-level, showing reduction in speaking anxiety, the most significant drop was evident in unprepared speaking, fear of negative evaluation and public correction. Qualitative data was gathered through semi-structured interviews after group interventions, as a complementary tool. Data was analyzed thematically and four key themes were revealed: (1) increased awareness through gradual practice , (2) improved emotional regulation, (3) enhanced speaking confidence, and (4) application of practices beyond the classroom. Study contributes to limited research on postgraduate students’ speaking anxiety, providing valuable insights from Kazakhstan’s educational context. Research findings suggest that brief, low-cost and adaptable interventions can have a meaningful impact on learners’ psychological readiness to speak.