In this presentation, the researchers will describe the results of a study aimed at investigating whether and how foreign language (FL) reading anxiety could be mitigated through extensive reading (ER) among Japanese college EFL students. FL reading anxiety decreased significantly according to the results of FLRAS (Foreign Language Reading Anxiety Scale), which were conducted before and after the ER activities were introduced. In the researchers’ previous study, in which questionnaires were conducted with students in pre-intermediate course, significant differences were observed only in the items related to negative affective factors such as “fear” or “worries”. However, in this study with students in upper-intermediate course, significant differences were also observed in the items related to the positive affective factors such as “pleasure” or “enjoyment”. This could suggest that the aspects of reading anxiety ER could mitigate may differ depending on the factors such as students’ learning experiences or proficiency levels.