Comparing the Effectiveness of Metacognitive Therapy and Assertiveness Training on Psychological Profile of Students with Foreign Language Anxiety

 This study aimed to compare the effectiveness of metacognitive therapy and assertiveness training on the psychological profile of students with foreign language anxiety. The research method was quasi-intervention with a pretest-posttest design and a control group. The statistical population of the study comprised all students with foreign language anxiety in junior high schools in Urmia, Iran. Of these, 60 were selected using a multi-stage cluster sampling method and randomly divided into two intervention groups (n=40) and a control (n=20) group. Data were collected by Foreign Language Classroom Anxiety (Horwitz, et al., 1986) and the Depression and Anxiety Stress Scale-21 (DASS-21). The results showed that both treatments had a significant effect on improving depression, anxiety, and stress in students with foreign language anxiety in the post-test and follow-up stages.