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Dewaele, J., & Ip, T. S. (2013). The Link between Foreign Language Classroom Anxiety, Second Language Tolerance of Ambiguity and Self-Rated English Proficiency among Chinese Learners. Studies in Second Language Learning and Teaching, 3, 47-66.
https://doi.org/10.14746/ssllt.2013.3.1.3

has been cited by the following article:

• TITLE: The Effects of Anxiety on Self-Perceived Proficiency and Actual Achievement

  AUTHORS: Cong Xu

  KEYWORDS: Foreign Language Classroom Anxiety, Self-Perceived Proficiency, Actual Achievement

  JOURNAL NAME: Open Journal of Social Sciences, Vol.13 No.3, March 11, 2025

  ABSTRACT: The primary aim of this research endeavor is to investigate the possible correlation existing between anxiety in Foreign Language Classroom Anxiety (FLCA), self-perceived proficiency and actual achievement among undergraduates in China. Additionally, this research aims to explore the predictive capacity of foreign language anxiety on both self-perceived and actual assessments, as well as to elucidate the underlying factors contributing to these relationships. The participants of the study consist of 214 undergraduates at a university in China. The findings reveal that students in China experience a slightly above median level of anxiety. Regression analysis indicates that FLCA serves as a more significant predictor of individuals’ self-perceived proficiency levels compared to their English language achievement. The effects of FLCA can be attributed to a combination of compensatory strategies impacting achievement and influences from self-esteem and social desirability. The research also offers pedagogical and research implications for English as foreign language (EFL) practitioners and investigators. Further research should explore the mechanisms through which FLCA affects self-perceived proficiency and actual achievement differently. Understanding these mechanisms can help in constructing more tailored interventions to address the individual and specific needs of students. It also lays foundation for future longitudinal studies to examine the long-term effects of FLCA on language learning. It can help identify whether the negative impact persists over time and how it changes with different interventions.