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Foreign language researchers have long been aware that language learning is often associated with effective factors, among which the constructs of anxiety and motivation have been recognized as important predictors of foreign language performance. Current studies have reached findings concerning the identification and formulation of foreign language anxiety and motivation, and the evaluation of their impact on the EFL settings. More or less in every educational institution, there are students who suffer from anxiety. For many students, foreign language classrooms are the places where anxiety provoking situations occurring most. Therefore, this study investigates the nature of foreign language anxiety and ways of disabling this issue exploit the perspective of improving foreign language education.