Résumé:
Throughout the academic journey at the university, EFL learners undergo constant
stress and anxiety when performing different academic activities which may serve as an
obstacle to their learning development. To address this issue, this research aims at
exploring students and teachers’ attitudes towards having Psycho-Pedagogical Support
as a solution to alleviate the problem of anxiety and stress for students of English at
Mohammed Seddik Ben Yahia University. With respect to that, it is hypothesized that if
teachers and learners perceive Psycho-Pedagogical Support as a necessity to reduce
anxiety and stress faced by EFL learners, they would be in favour of having such a team
within the academic staff. To test this hypothesis, a questionnaire was administered to
(241) randomly selected students from all levels and an interview was carried out with
(9) teachers. These research tools were used to gather data to examine the different
sources and effects of learners’ anxiety and highlight learners and teachers’ attitudes
towards Psycho-Pedagogical Support. The findings of this study stated the three main
sources of learners’ anxiety at this department: tests, communication apprehension, and
fear of negative evaluation. They also revealed the negative impact of anxiety on EFL
learners and highlighted teachers and students’ positive attitudes towards Psycho Pedagogical Support
