The purpose of the present study was to investigate the relationship among foreign language classroom anxiety, reflective thinking, and self-efficacy of Iranian EFL learners. To this end, 174 EFL learners from accredited language institutions in Hamadan took part in the study by completing the Foreign Language Classroom Anxiety Scale (FLCAS) designed by Horwitz et al. (1986), the Reflective Thinking Questionnaire (RTQ) developed by Kember et al., (2000), and The Questionnaire of English Self-Efficacy designed by Wang (2013). Using Chronbach’s Alpha the questionnaires were found to have acceptable reliability rates. The results of three Pearson Product Moment Correlations indicted that there was a statistically significant: a) reverse association between foreign language classroom anxiety, and reflective thinking, b) positive correlation between reflective thinking, and self-efficacy, c) negative relationship between foreign language classroom anxiety and self-efficacy of Iranian EFL learners. Furthermore, the results of multiple regression analyses showed that foreign language classroom anxiety was a stronger predictor of Iranian EFL learners’ self-efficacy. In the light of the findings of the study, foreign Language education policy makers in general and EFL teachers in particular are thus recommended to introduce ways to enhance reflective thinking abilities of the Iranian EFL learners and decrease their classroom anxiety if they are to improve their self-efficacy. The results and implications of the study are discussed in more detail in the paper.
