Modeling Structural Relationships Between Epistemological Beliefs and Mediating Learning Strategies on Anxiety in English Students

The purpose of this study was to investigate the modeling of modeling structural relationships between epistemological beliefs and mediating learning strategies on the English language anxiety of third-year high school girl students in Babol. Correlation research was based on structural equation modeling. The statistical population consisted of 3rd grade high school girl students in Babil city. In this research, 260 people were selected using cluster random sampling. Data collection tools included Schumer epistemological beliefs questionnaire, English language class anxiety questionnaire and Oxford language learning strategies questionnaire. The results showed that there is a positive relationship between epistemological beliefs and English anxiety and there is a significant reverse relationship between learning strategies and English anxiety. The research model was also confirmed and, in general, 30% of the English anxiety was explained by epistemological beliefs, language learning strategies. The results of this study emphasize on the necessity of the role of cognitive beliefs and patterns in the process of learning the second language and so that the choice of cognitive learning strategy can reduce the experience of anxiety and ultimately lead to improved learning status.