Emotions play a significant role in learning in general, and foreign language learning in particular. Although with the rise of humanistic approaches, enough attention has been given to the affective domain in language learning, the emotions English as a foreign language (EFL) learners experience regarding English language skills in listening, speaking, reading, and writing have not gained adequate attention. Accordingly, this study investigates whether language skills play any role in engendering emotions in EFL learners, or in other words, how language skills affect EFL learners' emotions. To this end, 20 students were interviewed to elicit their views about the emotions they experienced in EFL classes, as a basis for constructing the EFL Skills Emotions Questionnaire containing 20 items. Then, 308 students were asked to take the ne wly-designed scale. Afterwards, confirmatory factor analysis was utilised to validate the scale, and then EFL learners' emotions generated by language skills were measured and compared using ANOVA. Findings indicated that EFL learners experience anger mostly over listening skills, enjoyment and pride over speaking, shame over listening and speaking, hope, boredom, and hopelessness over writing and listening, and finally, anxiety over all of language skills. Finally the results were discussed and some suggestions were made for future research.

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