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Item Open Access Impact of foreign language classroom anxiety on reading performance of secondary school students(SDU University, 2025) Zhuman D.The study investigates the relationship between Foreign Language Classroom Anxiety (FLCA) and reading performance of Kazakhstani secondary school students who study English as a Foreign Language (EFL). The majority of previous research about FLCA has studied university students and speaking abilities, however this study examines how anxiety impacts reading performance which receive limited attention in this field. The research design employed a quantitative method. The research involved 90 students from Grades 7 to 9 at a private educational center in Almaty. The Foreign Language Classroom Anxiety Scale (FLCAS) was administered first to students to assess their anxiety levels. The students then took the Cambridge English Preliminary Reading Test to evaluate their reading performance. The research data indicated that students experienced anxiety levels ranging from moderate to severe as their FLCAS scores averaged 98.29. The reading performance of students remained low because more than 65% of them achieved scores between 2 or lower. The research established a moderate negative relationship (r = –0.344) between FLCA and reading scores which showed that students with elevated anxiety levels performed less well. The regression analysis established FLCA as a significant predictor of reading performance because it explained 11.8% of the score variance (R² = 0.118, p <.001). The findings indicate that anxiety produces negative effects on reading performance of students although reading is typically viewed as a low-pressure skill. The research demonstrates the need to understand emotional factors in classrooms as lowering anxiety levels could lead to better reading performance.Item Open Access The EFL Students' Attitudes toward Project-Based Learning (PBL) in Learning English in Secondary School(SDU University, 2025) Zhantas A.In the age of 21st-century skills, Project-Based Learning has been among the innovative pedagogies in EFL learning and teaching. The present research is an investigation of the attitude toward PBL perception and its effect on improving speaking skills based on secondary school EFL students' point of view. Data were collected through self-reflection checklists and semistructured interviews. The sample was a group of 7th-grade students at a Kazakhstani secondary school by utilizing a mixed-methods design. The findings showed that students have a positive attitude towards PBL, they like interactive, creative and collaborative learning. Students believe that PBL is useful for developing conversational skills, critical thinking, self-confidence, and everyday language use. However, some problems were also identified, such as group dynamics, time management, and unequal participation, which created room for further improvement. This study contributes to an image of how PBL can become a part of language learning and has implications for policymakers and teachers in the optimization of PBL utilization in EFL contexts. Long-term effects and steps unique to different learners need to be researched further.