The Linguistic and Psychological Dimensions of Study Habits and Test Anxiety in EFL/ESL Education

The relationship between study habits (SHs), test anxiety (TA), and academic achievement (AA) is a crucial concern in English as a Foreign/Second Language (EFL/ESL) education, particularly due to the cognitive and psychological challenges language learners face. Effective study habits enhance learning outcomes, while high test anxiety impairs performance, making it essential to explore teacher perspectives on these factors. Despite existing research on academic performance in language learning, limited studies focus on how teachers perceive the interplay between SHs, TA, and AA, especially concerning gender and socio-economic disparities. This study aims to bridge this research gap by investigating EFL/ESL teachers' insights into these challenges and their implications for linguistic competence and student success. A qualitative approach was employed, utilizing online surveys with 15 experienced EFL/ESL teachers. Thematic analysis revealed that structured study habits, such as time management, goal setting, and active learning, significantly improve academic performance. However, high test anxiety, particularly among female and socio-economically disadvantaged students, hinders learning outcomes. The findings underscore the need for educational interventions, including study skills training, stress management programs, and equitable policies. Addressing these challenges can enhance language learning outcomes, align with sustainable education goals, and support national strategies like Saudi Vision 2030. Future research should explore longitudinal strategies and policy-driven solutions to further improve EFL/ESL academic success.