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A number of research studies have attempted to investigate the major learning-teaching complexities of EFL classrooms. The role of affect in general, and language anxiety in particular received considerable attention in educational research. For most teachers, it is likely challenging to put theories of affect in learning into practice. That challenge stems from the fact that every educational setting is unique of its own complexities. Specifically, the anxious language learner might havedoi:10.20319/pijss.2017.33.1425 fatcat:2lxgc5fd7rdyfh3al3i5xi2n6i