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In spite of the changes that have occurred in learning theories and new trends that have emerged in language learning and teaching, until recently, language testing researchers have resisted incorporating affective and volitional factors into the theory of language assessment. Historically emotions or affect have been seen as being in conflict with reason. Early philosophers emphasized the pursuit of reason, however they could not negate or ignore emotions since human beings do not function solely on reason. Emotions and emotional regulation in education and specifically in test situations...