Bereksi Reguig Walid Sidi Mohammed2026-03-092026-03-092026-03-09https://dspace.univ-tlemcen.dz/handle/112/25778This research investigates the detrimental impact of stress and anxiety on the quality of EFL writing among university students in Algeria. Within the multilingual landscape of Algeria (Arabic, French, English), psychological barriers present significant challenges to writing proficiency. Key stressors identified include the fear of negative evaluation, time constraints, and insecurity regarding language use. The results indicate that these influential factors contribute to an increase in grammatical errors, a decrease in lexical complexity, and a lack of coherence in texts. The study advocates for modifications in pedagogical approaches, emphasizing the importance of multilingual scaffolding, anxiety-sensitive feedback, and improved teacher training to enhance writing performanceenWriting. Anxiety. Stress. Multilingual Education. Pedagogical StrategiesThesis