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Abstract This study investigates the developmental trajectories of foreign language reading anxiety (FLRA) and foreign language reading strategy use (FLRSU), and their predictive relations across three time points among 71 foreign language learners from a university in Beijing. The results indicate that the participants’ level of FLRA slightly but insignificantly decreased as their reading course progressed. The higher FLRA at the initial stage, the lower the decreasing rate, both showing significant individual variations. The participants’ level of FLRSU significantly increased over time. The initial level of FLRSU did not predict its changing rate, with only the former demonstrating significant individual variations. FLRA and FLRSU significantly and negatively predicted each other at the initial stage, with the predictive effects not achieving significance and gradually decreasing over time. The findings of the present study increase the understanding of foreign language reading teaching that seeks to promote learners’ both academic and well-being goals.
Key words: foreign language reading anxiety; foreign language reading strategy; latent growth modeling
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