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This study is aimed at investigating the general foreign language classroom anxiety levels of Iranian university students through administering Horwitz scale (FLCAS) in addition to examining their reading anxiety through replicating Saito’s reading comprehension anxiety scale (FLRAS). The researchers further checked the former by developing and performing a new five–point Likert type questionnaire (IFLRAS). The psychometric properties of this scale were measured and evaluated, in the first place, to confirm its reliability and validity. To carry out this study, 507 male and female university students of different major types were randomly selected from two national universities (Tehran and Shahed). Also, their reading comprehension anxiety was compared with regard to various variables such as gender, major type (indicating their language proficiency, since more proficient students are apt to be admitted in scientific and technical fields for which higher English entrance mark is required in Iran) and university (which is an indication of length of foreign language instruction, one vs. two semesters of General English course). The data were analyzed using SPSS software. The results obtained through applying Pearson Product Moment correlation, T-test, One way ANOVA, Levene and Scheffe tests revealed that there is a positive relationship between General foreign language classroom anxiety and reading comprehension anxiety(r=0.54). Furthermore, gender can positively affect students’ reading anxiety (t=-2.09).Students of different major types have different reading anxiety levels F(4,491)=6.965 p<0.01. Two universities are also distinct concerning reading comprehension anxiety levels of their students (t=-2.2o).  

Keywords: Reading comprehension anxiety, Second language classroom anxiety, Gender, Major type, University

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