الفهرس 
Background and ProblemOnly 14 pages are availabe for public view
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Abstract
This study intended to utilize a strategy based on positive psychology to reduce test anxiety and its influence on primary-stage pupils’ English language fluency, especially writing fluency. The current study adopted a mixed-method, pre-experimental design. Therefore, participants were nominated from one intact class from primary-stage pupils at Saint John International School (N = 25). The data was quantitatively and qualitatively analyzed. The quantitative data was interpreted using the (SPSS) program, especially the descriptive statistics such as mean and standard deviation. While describing and comparing the pupils’ writing pre/posttest results to find a reasonable rationale during the qualitative analysis, the study findings confirmed the efficiency of using a strategy based on positive psychology to reduce test anxiety and promote the primary stage pupils’ writing fluency. Results of the pre/post writing fluency test revealed that there was a significant improvement in writing fluency revealed through the pre/post-administration of the writing fluency test and the test anxiety survey. The post-writing fluency test results surpassed the pre-writing fluency test results. Subsequently, the results supported the study hypotheses. They demonstrated a constructive outcome for the current strategy, based on positive psychology, in improving EFL writing fluency and decreasing test anxiety among primary-stage pupils.