Writing is an important skill in language learning and in academic achievement. The level of writing anxiety could affect students' achievements positively or negatively. This research aimed to examine the writing anxiety among Saudi female learners enrolled in English language departments at some Saudi universities. It also aimed to identify the sources of writing anxiety. To this end, a mixed method study was designed in which Writing Apprehension Test (WAT) Scale by Daly and Miller (1975) and an open-ended question were used to collect necessary data from 105 randomly selected learners. For data analysis, two different statistical procedures in Statistical Package for Social Sciences (SPSS) and a specific formula suggested by Daly and Miller (1975) were applied. Coding was applied to qualitative data. The results indicated that the participants (N = 105) experience moderate level of writing anxiety. In addition, the main sources of writing anxiety were evaluation, generating ideas, grammar, time pressure, and lack of confidence.

Language is full of metaphors by nature. Metaphors have been heavily studied in relation to language. However, less attention has been paid to metaphors in relation to cognition and psycholinguistics. This article begins by looking at the idea of metaphors in a general sense. It then considers three perspectives on metaphors as follows: 1) the linguistics perspective, 2) the cognitive perspective, and 3) the psycholinguistic perspective. The aim is both to understand different perspectives on metaphors and to provide more insights about how cognitive and psycholinguistic developments have contributed to the linguistic study of metaphors. This article adopts a descriptive approach in which the focus will be on the theoretical descriptions and explanations. It is hoped that the insights and recommendations shown at this article may contribute to deep understanding of this topic.