The aim of this current meta-analysis is to investigate the relationship between Foreign Language Anxiety (FLA) and Neuroticism trait. Twenty primary studies with more than 6000 participants were collected and analyzed. The results found a moderate positive correlation of .33 (p<.001) between FLA and Neuroticism. As for moderator analysis, the personality questionnaire uses showed the strongest effect on the FLA Neuroticism relationship (R2=.5541), suggesting that the personality assessments should be seriously considered before adapting. The FLA-Neuroticism correlation remained stable with the different ages. The different types of anxiety could explain only 2% of the variance of the FLA-Neuroticism correlation. While Foreign Language (FL) Listening Anxiety with a modest number of effect sizes (k=2) showed the highest correlation with Neuroticism (r=.51, p<.001), FL speaking anxiety, which have received much attention from scholars, has a lowest correlation (r=.25, p<.001) with Neuroticism. Overall, the results confirmed a significant positive correlation between FLA and Neuroticism; and the personality questionnaire uses as a moderator was found to have the strongest impact on its relationship.

Abu-Ghararah, A. H. (1999). Learning anxiety and English language achievement of male and female students of university and secondary stages in Al-Madinah Al-Munawwarah: A comparative research study. King Abdulaziz University Journal, 12(1), 3-29.
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 Al-Khotaba, H. H., Alkhataba, E. H. A., Abdul-Hamid, S., & Ibrahim, B. (2020). Foreign language speaking anxiety: A psycholinguistic barrier affecting speaking achievement of Saudi EFL learners. Arab World English Journal (AWEJ) Volume, 10.
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(2), 155-168.
Akbari, B., Bakht, A., Khaledi, A., Bajvar, M., & Hovayzaee, H. (2012). The relationship between the Neo-Five Factor Inventory and test anxiety in students. Journal of Applied Environmental and Biological Sciences, 2(5), 157-161.
Akkakoson, S. (2016). Speaking Anxiety in English Conversation Classrooms among Thai Students. Malaysian Journal of Learning and Instruction, 13(1), 63-82.
Alshahrani, A. (2016). The level of anxiety on the achievement of the Saudi EFL learners. Arab World English Journal (AWEJ), 7(3), 65-76.
Amiri, M., & Ghonsooly, B. (2015). The Relationship between English Learning Anxiety and the Students' Achievement on Examinations. Journal of Language Teaching and Research, 6(4), 855-865.
Anandari, C. L. (2015). Indonesian Efl Students’Anxiety in Speech Production: Possible Causes and Remedy. Teflin Journal, 26(1), 1-16.
Anda, D. d., Baroni, S., Boskin, L., Buchwald, L., Morgan, J., Ow, J., et al. (2000). Stress, Stressors and Coping among High School Students. Children and YouthServices Review, 22(6): 441-463.
Anyadubalu, C. C. (2010). Self-efficacy, anxiety, and performance in the English language among middle-school students in English language program in Satri Si Suriyothai School, Bangkok. International Journal of Human and Social Sciences, 5(3), 193-198.
Ashton, M. C., Lee, K., Perugini, M., Szarota, P., de Vries, R. E., Di Blas, L., et al. (2004). A six-factor structure of personality-descriptive adjectives: Solutions from psycholexical studies in seven languages. Journal of Personality and Social Psychology, 86, 356–366.
Asmali, M. (2017). Big Five Personality Traits and Test Anxiety among English as a Foreign Language Learners. Igdir University Journal of Social Sciences, (11).
Atasheneh, N., & Izadi, A. (2012). The Role of Teachers in Reducing/Increasing Listening Comprehension Test Anxiety: A Case of Iranian EFL Learners. English Language Teaching, 5(3), 178-187.
Azher, M., Anwar, M. N., & Naz, A. (2010). An investigation of foreign language classroom anxiety and its relationship with student’s achievement. Journal of College Teaching & Learning (TLC), 7(11).
BabaKhouya, Y. (2018). English Language Anxiety and the Big Five Personality Factors. International Journal of Humanities and Social Science, 8.
Babakhouya, Y. (2019). The Big Five personality factors as predictors of English language speaking anxiety: A cross-country comparison between Morocco and South Korea. Research in Comparative and International Education, 14(4), 502-521.
Babakhouya, Y., & Elkhadiri, Y. (2019). An Investigation of the Relation between Neuroticism and English Language Listening Anxiety. Advances in Language and Literary Studies, 10(4), 112-117.
Bahrudin, H., & Amir, Z. (2018). The Relationship Between Personality Traits and English Language Speaking Anxiety among Faculty of Economics And Management Undergraduates in UKM. Jurnal Wacana Sarjana, 2(4), 1-17.
Batumulu, D. Z., & Erden, H. (2007). The relationship between foreign language anxiety and English achievement of yildiz technical university, school of foreign languages preparatory students. Journal of Theory and Practice in Education, 3(1), 24-38.
Bauer, K. W., & Liang, Q. (2003). The effect of personality and precollege characteristics on first-year activities and academic performance. Journal of college student development, 44(3), 277-290.
Botes, E., Dewaele, J. M., & Greiff, S. (2020). The foreign language classroom anxiety scale and academic achievement: an overview of the prevailing literature and a meta-analysis. Journal for the Psychology of Language Learning, 2(1), 26-56.
Brantmeier, C. (2005). Anxiety about L2 reading or L2 reading tasks? A study with advanced language learners. Reading, 5(2), 67-85.
Brown JD, Robson G and Rosenkjar PR (2001) Personality, motivation, anxiety, strategies and language proficiency of Japanese students. Motivation and Second Language Acquisition 23: 361–398.
Budin, M. (2014). Investigating the relationship between English language anxiety and the achievement of school based oral English test among Malaysian Form Four students. International Journal of Learning, Teaching and Educational Research, 2(1).
Busato, V. V., Prins, F. J., Elshout, J. J., & Hamaker, C. (2000). Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education. Personality and Individual differences, 29(6), 1057-1068.
Buss, A. H., & Perry, M. (1992). The aggression questionnaire. Journal of personality and social psychology, 63(3), 452.
Cattell, R.B. (1971). Abilities: Their structure. growth. and action. London: Houghton Mifflin.
Chamorro-Premuzic, T., & Furnham, A. (2008). Personality, intelligence and approaches to learning as predictors of academic performance. Personality and individual differences, 44(7), 1596-1603.
Chen, M. C., & Lin, H. J. (2009). Self-efficacy, foreign language anxiety as predictors of academic performance among professional program students in a general English proficiency writing test. Perceptual and Motor Skills, 109(2), 420-430.
Cheng, Y. S. (2002). Factors associated with foreign language writing anxiety. Foreign language annals, 35(6), 647-656.
Cheng, Y. S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of second language writing, 13(4), 313-335.
Cooper, H., Hedges, L. V., & Valentine, J. C. (Eds.). (2009). The handbook of research synthesis and meta-analysis. New York: Russell Sage Foundation.
Costa, P. T., & McCrae, R. R. (1992). NEO PI-R: Professional manual: Revised NEO PI-R and NEO-FFI. Florida: Psychological Assessment Resources, Inc.
Dalkiliç, N. (2001). The role of foreign language classroom anxiety in English speaking courses. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(8).
Daly, J. A., & Wilson, D. A. (1983). Writing apprehension, self-esteem, and personality. Research in the Teaching of English, 327-341.
Demirdaş, Ö., & Bozdoğan, D. (2013). Foreign language anxiety and performance of language learners in preparatory classes. Turkish Journal of Education, 2(3), 4–13.
Dewaele, J. M. (2002). Psychological and sociodemographic correlates of communicative anxiety in L2 and L3 production. International Journal of Bilingualism, 6(1), 23-38.
Dewaele, J. M. (2013). The link between foreign language classroom anxiety and psychoticism, extraversion, and neuroticism among adult Bi‐and multilinguals. The Modern Language Journal, 97(3), 670-684.
Dewaele, J. M., & Al-Saraj, T. M. (2015). Foreign Language Classroom Anxiety of Arab learners of English: The effect of personality, linguistic and sociobiographical variables. Studies in Second Language Learning and Teaching, 5(2), 205-228.
Dogan, Y., & Tuncer, M. (2016). Examination of Foreign Language Classroom Anxiety and Achievement in Foreign Language in Turkish University Students in Terms of Various Variables. Journal of education and training studies, 4, 18-29.
Donahoe, T. (2010). Language anxiety in the online environment: An exploratory study of a secondary online Spanish class. Pepperdine University.
Dordinejad, F. G., & Ahmadabad, R. M. (2014). Examination of the relationship between foreign language classroom anxiety and English achievement among male and female Iranian high school students. International Journal of Language Learning and Applied Linguistics World, 6(4), 446-460.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.
Duff, A., Boyle, E., Dunleavy, K., Ferguson, J. (2004) The relationship between personality, approach to learning and academic performance. Personality and Individual Differences, 36, 1907–1920
Eisenberg, N., Fabes, R. A., Guthrie, I. K., & Reiser, M. (2000). Dispositional emotionality and regulation: their role in predicting quality of social functioning. Journal of personality and social psychology, 78(1), 136.
Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom, The Modern Language Journal. 89, 2, 206–20.
Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University Press.
Ellis, R. (2012). Language teaching research and language pedagogy. Oxford: John Wiley & Sons, Inc.
Er, G. S., Dillon, D., & Samantha, G. Y. W. (2016). Predicting foreign language anxiety: trait emotional intelligence and Big-Five personality traits.
Erfani, S. S., & Mardan, H. (2017). The relationship between Big-Five personality traits, English language proficiency scores on IELTS, and academic success of Iranian foreign students. Theory and Practice in Language Studies, 7(11), 1046-1058.
Eysenck, H. J. (1947). Dimensions of personality. New York: Praeger.
Eysenck, H. J. (1967). The biological basis of personality. Springfield, IL: Charles C Thomas
Faigley, L., Daly, J. A., & Witte, S. P. (1981). The role of writing apprehension in writing performance and competence. The Journal of Educational Research, 75(1), 16-21.
Frantzen, D., & Magnan, S. S. (2005). Anxiety and the true beginner—false beginner dynamic in beginning French and Spanish classes. Foreign Language Annals, 38(2), 171-186.
Furnham, A., Nuygards, S., & Chamorro-Premuzic, T. (2013). Personality, assessment methods and academic performance. Instructional Science, 41(5), 975-987.
Gargalianou, V., Muehlfeld, K., Urbig, D., & Van Witteloostuijn, A. (2015). The effects of gender and personality on foreign language anxiety among adult multilinguals (No. 2015-002). Schumpeter Discussion Papers.
Gilles, P. Y., & Bailleux, C. (2001). Personality traits and abilities as predictors of academic achievement. European Journal of Psychology of Education, 16(1), 3-15.
Goldberg, L. R. (1990). An alternative "description of personality": The Big-Five factor structure. Journal of Personality and Social Psychology, 59,1216-1229.
Goldberg, L. R. (1999). A broad-bandwith, public-domain, personality inventory measuring the lower-level facets of several Five-Factor models. In I. Mervielde, I. J. Deary, F. de Fruyt, & F. Ostendorf (Eds.). Personality psychology in Europe (Vol. 7, pp. 7–28). Tilburg: Tilburg University Press.
Goldberg, L. R., Sweeney, D., Merenda, P. F., & Hughes Jr, J. E. (1998). Demographic variables and personality: The effects of gender, age, education, and ethnic/racial status on self-descriptions of personality attributes. Personality and Individual differences, 24(3), 393-403.
Gow, A. J., Whiteman, M. C., Pattie, A., & Deary, I. J. (2005). Goldberg’s ‘IPIP’Big-Five factor markers: Internal consistency and concurrent validation in Scotland. Personality and Individual Differences, 39(2), 317-329.
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. New York, NY: Cambridge University Press.
Grant, S. J., Huang, H., & Pasfield-Neofitou, S. E. (2013). Language learning in virtual worlds: The role of foreign language and technical anxiety. Journal for virtual worlds research, 6(1).
Haghshenas, H. (2006) Five-factor Model of Personality: manual and statistical Norms of NEO-PI-R and NEO-FFI. Shiraz, Iran: Shiraz University of Medical Sciences Pub. [In Persian]
Halder, U. K. (2018). English language anxiety and academic achievement. UGC Journal, 4, 138-147.
Halder, U. K. (2018). English language anxiety and academic achievement. UGC Journal, 4, 138-147.
Hamedi, S. M., Akbari, O., Hamedi, S. M., & Hamedi, S. M. (2015). An investigation of the extraverts-introverts speaking anxiety in English classes. Studies in English Language Teaching, 3(3), 284-293.
Hanifa, R. (2018). Factors generating anxiety when learning EFL speaking skills. Studies in English Language and Education, 5(2), 230-239.
Hasibuan, A. R., & Irzawati, I. (2020). Students’ speaking anxiety on their speaking performance: a study of efl learners.
Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. Tesol Quarterly, 20(3), 559-562.
Horwitz, E. K. (1996). Even teachers get the blues: Recognizing and alleviating language teachers' feelings of foreign language anxiety. Foreign Language Annals, 29(3), 365-372.
Horwitz, E. K., & Young, D. J. (1991). Language anxiety: From theory and research to classroom implications. Pearson College Div.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132.
Hurd, S., & Xiao, J. (2010). Anxiety and affective control among distance language learners in China and the UK. RELC Journal, 41(2), 183-200.
Hwang, G. J., Hsu, T. C., Lai, C. L., & Hsueh, C. J. (2017). Interaction of problem-based gaming and learning anxiety in language students' English listening performance and progressive behavioral patterns. Computers & Education, 106, 26-42.
Jackson, J. (2002). Reticence in second language case discussions: Anxiety and aspirations. System, 30(1), 65-84.
Jafarigohar, M., & Behrooznia, S. (2012). The Effect of Anxiety on Reading Comprehension among Distance EFL Learners. International Education Studies, 5(2), 159-174.
Jayaraman, S., & Subramanian, K. (2015). Personality and Test Anxiety of School Students. International Journal of Education and Psychological Research, 4, 09-13.
Jebreil, N., Azizifar, A., Gowhary, H., & Jamalinesari, A. (2015). Study on writing anxiety among Iranian EFL students. International Journal of Applied Linguistics and English Literature, 4(2), 68-72.
John, O. P., & Srivastava, S. (1999). The Big-Five trait taxonomy: History, measurement, and theoretical perspectives (Vol. 2, pp. 102-138). Berkeley: University of California.
Joo, K. Y., & Damron, J. (2015). Foreign language reading anxiety: Korean as a foreign language in the United States. Journal of the National Council of Less Commonly Taught Languages, 17(1), 23-48.
Kamarulzaman, M. H., Ibrahim, N., Yunus, M. M., & Ishak, N. M. (2013). Language Anxiety among Gifted Learners in Malaysia. English Language Teaching, 6(3), 20-29.
Kao, P. C., & Craigie, P. (2010). Foreign language anxiety and English achievement in Taiwanese undergraduate English-major students: An empirical study. 弘光學報, (61), 49-62.
Kasbi, S., & Shirvan, M. E. (2017). Ecological understanding of foreign language speaking anxiety: emerging patterns and dynamic systems. Asian-Pacific Journal of Second and Foreign Language Education, 2(1), 1-20.
Kelsen, B. A. (2019). Exploring public speaking anxiety and personal disposition in EFL presentations. Learning and Individual Differences, 73, 92-101.
Khodamoradi, S., & Rafiee, S. (2016). Investigation of the relationship between personality traits, self-efficacy and internal locus of control with test anxiety the high school students. International Journal of Humamities and Cultural Studies, 2356-5926.
Khosravi, M., & Bigdely, I. (2008). The relationship between personality factors and test anxiety among university students. Journal of Behavioral Sciences, 12(1), 13-24.
Köksal, O., Arslan, C., & Bakla, A. (2014). An investigation into foreign language learning anxiety, stress and personality in higher education. International Journal on New, 5(2), 199-208.
Koul, R., Roy, L., Kaewkuekool, S., & Ploisawaschai, S. (2009). Multiple goal orientations and foreign language anxiety. System, 37(4), 676-688.
Kusumawat, A. J., & Fauzia, F. S. (2019, May). Students' Anxiety in Indonesian EFL Public Speaking Class: A Quantitative Research. In Proceedings of the 2019 5th International Conference on Education and Training Technologies (pp. 39-43).
Lee, K., & Ashton, M. C. (2009). The HEXACO Personality Inventory–Revised. A measure of the six major dimensions of personality. Pobrane z: http://hexaco. org/scaledescriptions.
Lee, S. Y., & Krashen, S. D. (1997). Writing apprehension in Chinese as a first language. ITL-International Journal of Applied Linguistics, 115(1), 27-37.
Liang, H. Y., & Kelsen, B. (2018). Influence of personality and motivation on oral presentation performance. Journal of psycholinguistic research, 47(4), 755-776.
Liu, H. J. (2012). Understanding EFL Undergraduate Anxiety in Relation to Motivation, Autonomy, and Language Proficiency. Electronic Journal of Foreign Language Teaching, 9(1).
Liu, M (2006). Anxiety in EFL classrooms: Causes and consequences. TESL Reporter, 39(1): 13-32.
Liu, M., & Huang, W. (2011). An exploration of foreign language anxiety and English learning motivation. Education Research International, 2011.
Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners' unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 92(1), 71-86.
Liu, M., & Zhang, W. (2008). An exploration of Chinese EFL learners’ foreign language anxiety, personality and self-esteem. Journal of Applied Linguistics, 5(2), 181-203.
Liu, M., & Zhang, W. (2008). An exploration of Chinese EFL learners’ foreign language anxiety, personality and self-esteem. Journal of Applied Linguistics, 5(2), 181-203.
Lounsbury, J. W., Sundstrom, E., Loveland, J. L., & Gibson, L. W. (2003). Broad versus narrow personality traits in predicting academic performance of adolescents. Learning and individual differences, 14(1), 65-75.
MacIntyre, P. D. (2017). 2. An Overview of Language Anxiety Research and Trends in its Development. New insights into language anxiety, 11-30.
MacIntyre, P. D., & Gardner, R. C. (1989). Anxiety and second‐language learning: Toward a theoretical clarification. Language learning, 39(2), 251-275.
MacIntyre, P. D., & Gardner, R. C. (1994). The effects of induced anxiety on three stages of cognitive processing in computerized vocabulary learning. Studies in second language acquisition, 16(1), 1-17.
MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language learning, 44(2), 283-305.
Macintyre, P. D., & Thivierge, K. A. (1995). The effects of speaker personality on anticipated reactions to public speaking. Communication Research Reports, 12(2), 125-133.
MacIntyre, P. D., Clément, R., & Noels, K. A. (2007). Affective variables, attitude and personality in context. Handbook of French applied linguistics, 270-298.
MacIntyre, P., & Gregersen, T. (2012). Affect: The role of language anxiety and other emotions in language learning. In Psychology for language learning (pp. 103-118). Palgrave Macmillan, London.
Maclntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 15, 3-26.
Madigan, R., Linton, E, &Johnson, S. (1996). The paradox of writing apprehension. In L. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 295-3071, Hillsdale, NJ: Lawrence Erlbaum.
Mak, B. (2011). An exploration of speaking-in-class anxiety with Chinese ESL learners. System, 39(2), 202-214.
Manja, I. (2015). Foreign language Anxiety and Oral Performance among form one students in Kuching Sarawak/Irene Anak Manja (Doctoral dissertation, Universiti Teknologi MARA Cawangan Sarawak).
Melouah, A. (2013). Foreign Language Anxiety in EFL Speaking Classrooms: A Case Study of First-year LMD Students of English at Saad Dahlab University of Blida, Algeria. Arab World English Journal, 4(1).
Mesri, F. (2012). The relationship between gender and Iranian EFL learners' foreign language classroom anxiety (FLCA). International Journal of Academic Research in Business and Social Sciences, 2(6), 147.
Mills, N., Pajares, F., & Herron, C. (2006). A reevaluation of the role of anxiety: Self‐efficacy, anxiety, and their relation to reading and listening proficiency. Foreign language annals, 39(2), 276-295.
Mills, N., Pajares, F., & Herron, C. (2006). A reevaluation of the role of anxiety: Self‐efficacy, anxiety, and their relation to reading and listening proficiency. Foreign language annals, 39(2), 276-295.
Moore, D. S., Notz, W. I, & Flinger, M. A. (2013). The basic practice of statistics (6th ed.). New York, NY: W. H. Freeman and Company. Page (138).
Mouhoubi-Messadh, C. (2017). Reflections on hidden voices in the EFL classroom: the “anxious” learner and the “caring” teacher. PEOPLE: International Journal of Social Sciences, 3(3), 14-25.
Nakanishi, T. (2015). A meta‐analysis of extensive reading research. Tesol Quarterly, 49(1), 6-37.
Nye, J. V., Orel, E., & Kochergina, E. (2013). Big five personality traits and academic performance in Russian universities. Higher School of Economics Research Paper No. WP BRP, 10.
O’Connor, M. C., & Paunonen, S. V. (2007). Big Five personality predictors of post-secondary academic performance. Personality and Individual differences, 43(5), 971-990.
Ockey, G. (2011). Self‐consciousness and assertiveness as explanatory variables of L2 oral ability: A latent variable approach. Language Learning, 61(3), 968-989.
Onwuegbuzie, A. J., Bailey, P., & Daley, C. E. (1999). Factors associated with foreign language anxiety. Applied Psycholinguistics, 20(2), 217-239.
Oz, H. (2014). Big Five personality traits and willingness to communicate among foreign language learners in Turkey. Social Behaviour and Personality: an international journal, 42(9), 1473-1482.
Ozer, D., & Benet-Martínez, V. (2006). Personality and the prediction of consequential outcomes. Annual Review of Psychology, 57401-421.
Papi, M. (2010). The L2 motivational self-system, L2 anxiety, and motivated behaviour: A structural equation modelling approach. System, 38(3), 467-479.
Park, G. P., & French, B. F. (2013). Gender differences in the foreign language classroom anxiety scale. System, 41(2), 462-471.
Park, H., & Lee, A. R. (2005). L2 learners’ anxiety, self-confidence and oral performance. In Proceedings of the 10th Conference of Pan-Pacific Association of Applied Linguistics (pp. 107-208).
Paunonen, S. V., & Jackson, D. N. (2000). What is beyond the Big Five? Plenty! Journal of Personality, 68, 821–835.
Pervin, L. A., Cervone, D., & John, O. P. (2005). Personality: Theory and research (9th ed.). New York: Wiley
Phillips, E. M. (1992). The effects of language anxiety on students' oral test performance and attitudes. The modern language journal, 76(1), 14-26.
Phillips, E. M. (1992). The effects of language anxiety on students' oral test performance and attitudes. The modern language journal, 76(1), 14-26.
Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological bulletin, 135(2), 322.
Pourfeiz, J. (2015). Exploring the relationship between global personality traits and attitudes toward foreign language learning. Procedia-Social and Behavioral Sciences, 186, 467-473.
Price, M. L. (1991). The subjective experience of foreign language anxiety: Interview with highly anxious students. In E. K. Horwitz & D. J. Young (Eds.), Language anxiety: From theory and research to classroom implications (pp. 101–108). Englewood Cliffs, NJ: Prentice Hall.
Rahman, A. W. (2017). How good EFL learners decrease their foreign language anxiety: A solution for the EFL students with high anxiousness. Ethical Lingua: Journal of Language Teaching and Literature, 4(2), 127-138.
Raja, F. (2017). Anxiety Level in Students of Public Speaking: Causes and Remedies. Journal of education and educational development, 4(1), 94-110.
Rajanthran, S., Prakash, R., & Husin, A. (2013). Anxiety levels of foreign language learners in the IEP classroom: A focus on Nilai University’s Intensive English Programme (IEP). International Journal of Asian Social Science, 3(9), 2041-2051.
Roccas, S., Sagiv, L., Schwartz, S. H., & Knafo, A. (2002). The big five personality factors and personal values. Personality and social psychology bulletin, 28(6), 789-801.
Rothstein, M. G., Paunonen, S. V., Rush, J. C., & King, G. A. (1994). Personality and cognitive ability predictors of performance in graduate business school. Journal of educational psychology, 86(4), 516.
Sabti, A. A., Md Rashid, S., Nimehchisalem, V., & Darmi, R. (2019). The Impact of writing anxiety, writing achievement motivation, and writing self-efficacy on writing performance: A correlational study of Iraqi tertiary EFL Learners. SAGE Open, 9(4), 2158244019894289.
Šafranj, J. (2018). Effects of gender and interaction of gender and personality traits on foreign language anxiety. Educația Plus, 20(2), 67-82.
Saito, Y., & Samimy, K. K. (1996). Foreign language anxiety and language performance: A study of learner anxiety in beginning, intermediate, and advanced‐level college students of Japanese. Foreign Language Annals, 29(2), 239-249.
Salehi, M., & Marefat, F. (2014). The Effects of Foreign Language Anxiety and Test Anxiety on Foreign Language Test Performance. Theory & Practice in Language Studies, 4(5).
Sanchez-Marin, M., Rejano-Infante, E., & Rodriguez-Troyano, Y. (2001). Personality and academic productivity in the university student. Social Behavior and Personality, 29, 299–305.
Saucier, G., & Goldberg, L. R. (2002). Assessing the big five applications of 10 psychometric criteria to the development of marker scales. In B. De Raad & M. Perugini (Eds.), Big five assessment (pp. 29–58). Seattle, WA: Hogrefe & Huber
Scarcella, R. C. and Oxford, R. L. (1992) The tapestry of language learning: The individual in the communicative classroom. Boston, MA: Heinle and Heinle.
Schimmack, U., Oishi, S., Furr, R. M., & Funder, D. C. (2004). Personality and life satisfaction: A facet-level analysis. Personality and social psychology bulletin, 30(8), 1062-1075.
Sellers, V. D. (1999). On the Relationship between Anxiety and Reading in Spanish as a Foreign Language. Doctor of Philosophy, The Pennsylvania State University, UMI Company. (UMI 9915946)
Serraj, S., & Noordin, N. B. (2013). Relationship among Iranian EFL Students' Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension. English Language Teaching, 6(5), 1-12.
Shahi, M. J. (2016). The impact of e-learning on improving Iranian EFL learners’ language skills: decreasing learning anxiety. Journal of Fundamental and Applied Sciences, 8(3), 261-275.
Shi, Y. Z., & Liu, Z. Q. (2006). Foreign language reading anxiety and its relationship to English achievement and gender. Journal of PLA University of Foreign Languages, 29(2), 59-64.
Singh, R. (2012). Teaching oral presentation skills to petroleum engineering students at Indian school of mines: a study. GSTF International Journal of Law and Social Sciences (JLSS), 2(1), 240-244.
Song, Y., Son, Y. J., & Oh, D. (2015). Methodological issues in questionnaire design. Journal of Korean Academy of Nursing, 45(3), 323-328.
Spielberger, C. D. (1983). State-Trait Anxiety Inventory for Adults (STAI-AD) [Database record]. APA PsycTests.
Steinberg, F. S., & Horwitz, E. K. (1986). The effect of induced anxiety on the denotative and interpretative content of the second language speech. TESOL Quarterly. 20, 1, 131-136.
Subaşi, G. (2010). What are the main sources of Turkish EFL students’ anxiety in oral practice? Turkish Online Journal of Qualitative Inquiry, 1(2), 29-49.
Subekti, A. S. (2018). Investigating the Relationship between Foreign Language Anxiety and Oral Performance of Non-English Major University Students in Indonesia. Dinamika Ilmu, 18(1), 15-35.
Szyszka, M. (2011). Foreign language anxiety and self-perceived English pronunciation competence. Studies in Second Language Learning and Teaching, 1(2), 283-300.
Teimouri, Y., Goetze, J., & Plonsky, L. (2019). Second language anxiety and achievement: A meta-analysis. Studies in Second Language Acquisition, 41(2), 363-387.
Thornbury, S. (2005). How to teach speaking. New York: Pearson Education.
Trang, T. T. T., Moni, K., & Baldauf Jr, R. B. (2013). Foreign language anxiety: understanding its sources and effects from insiders' perspectives. Journal of Asia TEFL, 10(1).
Trapmann, S., Hell, B., Hirn, J. O. W., & Schuler, H. (2007). Meta-analysis of the relationship between the Big Five and academic success at university. Zeitschrift für Psychologie/Journal of Psychology, 215(2), 132-151.
Vogely, A. J. (1998). Listening comprehension anxiety: Students reported resources and solutions. Foreign Language Annuals, 31 (1), 67 – 80.
Vural, H. (2019). The relationship of personality traits with English speaking anxiety. Research in Educational Policy and Management, 1(1), 55-74.
Wilson, J. T. S. (2006). Anxiety in Learning English as a Foreign Language; Its Associations with Students Variables, with Overall Proficiency, and with Performance in an Oral Test. La Directora, Universidad De Granada.
Xianping, Z. (2004). Language anxiety and its effect on oral performance in classroom. Retrieved January, 25, 2011.
Xiu Yan, J., & Wang, H. (2012). Second language writing anxiety and translation: Performance in a Hong Kong tertiary translation class. The Interpreter and Translator Trainer, 6(2), 171-194.
Yahya, M. (2013). Measuring speaking anxiety among speech communication course students at the Arab American University of Jenin (AAUJ). European Social Sciences Research Journal, 1(3), 229-248.
Yao, W., & Jingna, L. (2011). The Interference of Foreign Language Anxiety in the Reading Comprehension of Agricultural Engineering Students. IEEE, 660-663.
Yim, S. Y., & Yu, Y. L. (2011). Validating the English Learning Anxiety Scale for Primary School Students in Korea. English Teaching, 66(2).
Zhang, X. (2013). Foreign language listening anxiety and listening performance: Conceptualizations and causal relationships. System, 41(1), 164-177.
Zhao, A., Guo, Y., & Dynia, J. (2013). Foreign language reading anxiety: Chinese as a foreign language in the United States. The Modern Language Journal, 97(3), 764-778.
Zin, M. (2010). Anxiety and Academic Reading Performance among Malay ESL Learners. Journal of Pan-Pacific Association of Applied Linguistics, 14(2), 41-58.
Zuckerman, M., Kuhlman, D. M., Joireman, J., Teta, P., & Kraft, M. (1993). A comparison of three structural models for personality: the big three, the big five, and the alternative five. Journal of personality and social psychology, 65(4), 757.
Zuckerman, M., Kuhlman, D. M., Thornquist, M., & Kiers, H. (1991). Five (or three) robust questionnaire scale factors of personality without culture. Personality and Individual Differences, 12(9), 929-941.