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Nowadays, the requirement for mastery in academic English has been increasingly augmented due to the worldwide demand for professional individuals. Thereupon, educational scholars and practitioners endeavor to consciously concentrate on learners both affectively and cognitively as they assumed that learners' cognitive-affective states play an important role in their academic achievement. Among a plethora of factors which influence Language learners' academic achievement, test-taking anxiety is viewed as one of the most important cognitive-affective factor which shed light on learners' educational performance. Furthermore, it is proposed that learners' test anxiety is influenced by other factors such as mindfulness, self-regulation, self-efficacy and intrinsic value.