References

• Abu-Rabia, S. (2004). Teachers' role, learners' gender differences, and FL anxiety among seventh-grade students studying English as a FL. Educational Psychology, 24(5), 711-721.
• Ahmad, S., & Rao, C. (2013). Applying communicative approach in teaching English as a foreign language: A case study of Pakistan. Porta Linguarum, 187-203.
• Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope's construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78, 155-168
• Ali, B. J., & Anwar, G. (2021). Anxiety and Foreign Language Learning: Analysis of students' anxiety towards foreign language learning. International Journal of English Literature and Social Sciences, 6(3), 234-244
• Aydin, S. (2016). A Qualitative Research on Foreign Language Teaching Anxiety. The Qualitative Report, 21(4), 629-642.
• Azarfam, A. A. Y., & Baki, R. (2012). Exploring language anxiety regarding speaking skill in Iranian EFL learners in an academics site in Malaysia. International Journal of Applied Linguistics and English Literature, 1(2), 153-162.
• Cheng, Y. S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language learning, 49(3), 417-446
• Chow, B. W. Y., Chiu, H. T., & Wong, S. W. L. (2018). Anxiety in reading and listening to English as a foreign language in Chinese undergraduate students. Language Teaching Research, 22(6), 719-738. https://doi.org/10.1177/1362168817702159
• Ewald, J. D. (2007). Foreign language learning anxiety in upper-level classes: Involving students as researchers. Foreign Language Annals, 40, 122- 142.
• Gardner, R. C. (2000). Correlation, causation, motivation, and second language acquisition. Canadian Psychology, 41, 10-24
• Horwitz, E. K. (2000). It ain't over till it's over: On foreign language anxiety, first language deficits, and the confounding of variables. The Modern Language Journal, 84, 256-259
• Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.
• Horwitz, E. K. (2013). Becoming a Language Teacher: A practical guide to second language learning and teaching (2nd ed). Pearson
• Horwitz, E. K. (2016). Factor structure of foreign language classroom anxiety scale: Comment on park (2014). Psychological Reports, 119(1), 71- 76.
• Horwitz, E. K. (2017). On the misreading of Horwitz, Horwitz, and Cope (1986) and the need to balance anxiety research and the experiences of anxious language learners. In C. Gkonou, M. Daubney, & J. M. Dewaele (Eds.), New insights into language anxiety: Theory, research and educational implications (pp. 31-50). Bristol, UK: Multilingual Matters.
• Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132.
• Jiang, X., & Cohen, A. D. (2012). A critical review of research on strategies in learning Chinese as both a second and foreign language. Studies in Second Language Learning and Teaching, 2(1), 9- 43.
• Lan, R., & Oxford, R. L. (2003). Language learning strategies profiles of EFL elementary school students in Taiwan. REAL, 41(2003), 339-379.
• Ma, X., Gong, Y., Gao, X., & Xiang, Y. (2017). The teaching of Chinese as a second or foreign language: A systematic review of the literature. Journal of Multilingual and Multicultural Development, 38(9), 815-830. https://doi.org/10.1007/s40299-018-0385-2
• MacIntyre, P. D. (2002). Motivation, anxiety and emotion in second language acquisition. In P. D. Robinson (Ed.), Individual differences in second language acquisition 45-68. Amsterdam, Netherlands: John Benjamins.
• MacIntyre, P. D., & Gardner, R. C. (1991). Investigating language class anxiety using the focused essay technique. The Modern Language Journal, 75, 296-304
• Malik, S., Qin, H., Khan, S. M., & Ahmed, K. (2020). Quantitative Analysis of the Foreign Language Anxiety: English and Pakistani Postgraduates in Focus. Arab World English Journal, 11(1) 315-330.
• Marwan, A. (2016). Investigating students' foreign language anxiety. Malaysian Journal of ELT Research, 3(1), 19.
• Milan, M. (2019). English speaking anxiety: sources, coping mechanisms, and teacher management. International Journal of Teaching, Education and Learning, 3-2.
• Mohammadi, E. G., Biria, R., Koosha, M., & Shahsavari, A. (2013). The relationship between foreign language anxiety and language learning strategies among university students. Theory and Practice in Language Studies, 3(4), 637-646. https://doi.org/10.4304/tpls.3.4.637-646
• Na, J. (2009). A comparative study of oral Chinese learning strategies among Korean, European and American students. Journal of Southwest University of Science and Technology, 4, 64-67.
• Naudhani, M. W. u. Z., & Naudhani, S. (2018). Exploring the factors of foreign language anxiety among English undergraduate English majors and Non- English majors. International Journal of English Linguistics, 8-5
• Noormohamadi, R. (2009). On the Relationship Between Language Learning Strategies and Foreign Language Anxiety. Journal of Pan-Pacific Association of Applied Linguistics, 13(1), 39-52.
• Oteir, I. N., & Al-Otaibi, A. N. (2019). Foreign Language Anxiety: A Systematic Review. Arab World English Journal, 10(3) 309-317.
• Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston, MA: Heinle Cangage Learning. https://doi.org/10.2307/329849
• Oxford, R. (2011). Teaching and researching language learning strategies. Harlow: Pearson Longman
• Oxford, R. L., & Gkonou, C. (2018). Interwoven: Culture, Language, and Learning Strategies. Studies in Second Language Learning and Teaching, 8(2), 403-426.
• Oxford, R., & Crookall, D. (1989). Research on language learning strategies: Methods, findings, and instructional issues. The modern language journal, 73(4), 404-419.
• Phillips, E. M. (1992). The effects of language anxiety on students' oral test performance and attitudes. The Modern Language Journal, 76, 14- 26.
• Piniel, K., & Csizér, K. (2015). Changes in motivation, anxiety, and self-efficacy during the course of an academic writing seminar. In Z. Dörnyei, P. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp.164-194). Bristol, UK: Multilingual Matters.
• Sethy, S. S. (2021). https://doi.org/10.24191/ajue.v17i2.9022
• Shamim, F., & Tribble, C. (2005). Current provisions for English language teaching in higher education in Pakistan. Report submitted to National Committee on English Higher Education Commission, Islamabad.
• Sun, P. P., Lawrence, Zhang, J., & Gray, S. M. (2016). Development and validation of the Speaking Strategy Inventory for Learners of Chinese (SSILC) as a second/foreign language. The Asia-Pacific Education Researcher, 25. https://doi.org/10.1007/s40299-016-0287-0
• Tandang, T. A. W., & Arif, M. M. (2019). Beliefs about language learning, role of gender and students' achievement in relation to second language anxiety Politeknik Port Dickson. Asian Journal of University Education (AJUE), 15(3), 276-284.
• Tóth, Zs. (2010). Foreign Language Anxiety and the Advanced Language Learner: A study of Hungarian students of English as a foreign language. England: Cambridge Scholars Publishing.
• Yunus, N. M., & Singh, K. K. M. (2014). The use of indirect strategies in speaking: Scanning the MDAB students. Procedia - Social and Behavioral Sciences, 123, 204-214. https://doi.org/10.1016/J.SBSPRO.2014.01. 1416