This study investigates the relationships among learning strategies, motivation, cognitive load, and anxiety, as well as their effects on the performance of English reading in higher education in China. An English reading examination and a questionnaire were administered to 272 undergraduates (184 males, 88 females) with a mean age of 19.64. Data analysis was conducted using SPSS 26 and AMOS 24. The study revealed that English reading strategy, motivation, cognitive load, and anxiety predict 75% of the variation in reading performance. The reading strategy partially mediated the relationship between reading motivation and performance. The relationship between reading anxiety and performance was fully mediated by cognitive load. Educators need to recognize the interconnected nature of learner-related variables, as well as the critical role that both cognitive load and reading strategies play in this mediation. To enhance Chinese undergraduates’ English reading performance, instructors should boost students’ reading motivation, teach students effective reading strategies, alleviate the reading-related anxiety, and provide students with reading materials of appropriate difficulties.

Chenjuan Jiang. Effects of Strategies, Motivation, Cognitive Load and Anxiety on Chinese Undergraduates’ English Reading Performance. Frontiers in Educational Research (2025), Vol. 8, Issue 9: 67-76. https://doi.org/10.25236/FER.2025.080912.

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