English language learning anxiety (ELLA) is a significant barrier to effective language acquisition, particularly in speaking, and can affect learners' overall proficiency and confidence. This study explores the role of coping strategies in mitigating ELLA among Iranian male and female EFL learners, focusing on their perceptions of various anxiety-reducing techniques. The objective is to examine how different coping strategies, such as cognitive restructuring, relaxation exercises, and social support, are perceived by learners and how these strategies impact their anxiety levels and language performance. A mixed-methods design was employed, combining quantitative surveys and qualitative interviews with Iranian male and female EFL learners from various educational institutions. The findings reveal that both male and female learners experience high levels of anxiety, particularly during speaking activities. Still, they report using a variety of coping strategies to manage their stress. Cognitive strategies, such as self-talk and positive thinking, were the most effective, followed by physical relaxation techniques and peer support. Notably, gender differences were observed in the preferences for specific coping strategies, with female learners emphasizing emotional support and male learners relying more on cognitive approaches. The study concludes that coping strategies are vital in overcoming ELLA and improving learners' speaking performance. It recommends incorporating targeted coping interventions into EFL classrooms, tailored to the gender and individual needs of learners, to foster a more supportive and effective language learning environment.
Adelian et al. (Sun,) studied this question.