International Journal of Language Learning and Applied Linguistics World (IJLLALW) Volume 6 (4), August 2014; 293307 Ebadi, S., & Khaksar, Z EISSN: 22892737 & ISSN: 22893245 www.ijllalw.org 293 THE RELATIONSHIP BETWEEN IRANIAN UPPER- INTERMEDIATE EFL LEARNER’S TEST ANXIETY LEVEL AND THEIR PERFORMANCE IN WRITING TEST OF TOEFL Saman Ebadi (Ph.D.) Razi University of Kermanshah, Iran samanebadi@gmail.com Zahra Khaksar (Ph.D. candidate) Razi University of Kermanshah, Iran zahrakhaksar92@gmail.com ABSTRACT Test anxiety having both facilitative and debilitative effects is a factor that might undermine students’ test results. This article aimed at investigating the relationship between Iranian upper- intermediate English as a foreign language (EFL) learners test anxiety level and their performance in writing test of TOEFL. The participants of this study were 40 female Iranian EFL learners with the age range of 21-35 learning English at Safir English academy (private institute) in Hamadan, Iran. For data collection, the writing section of TOEFL (2010), along with a questionnaire by Sarason, I.G. (1980) on test Anxiety Scale (TAS) and Second Language Writing Anxiety Inventory (SLWAI) (Cheng, 2004), were administered to obtain the data. Findings of the study indicated that, there is a negative relationship between Iranian upper-intermediate EFL learners test anxiety level and their performance in writing test of TOEFL. The results also highlighted the fact that foreign and second language teachers should be cautious of the dangers of test anxiety and try to make the atmosphere of class and exam sessions as stress-free as possible in order to improve student’s performances in different language skills, including writing. KEYWORDS: Test Anxiety Scale (TAS), Second Language Writing Anxiety Inventory (SLWAI), writing section of TOEFL INTRODUCTION The emergence of test anxiety as a psychological construct, first posed in the early 1950s (Mandler, 1952; Sarason, 1953). According to Zaheri., et al (2012) test anxiety is a physiological, cognitive, and emotional response created by student’s stress in an exam and could de-motivate students and make their attitudes negative toward the courses. Stober et al. (2004) mention that test anxiety is the main reason of students’ low academic achievements, lack of motivation and inability to focus attention. Spielberger pointed out that test anxiety is a part of general anxiety and is made of cognitive processes that may have interfering effects on students’ academic achievements in their exam