Language evaluation anxiety and self-appraisal ability: Their impact on students’ oral English performance

Abstract

English as a Foreign Language (EFL) learners need oral English ability for academic and professional success; however, many students are nervous during speaking tests. The psychological mechanisms that cause language anxiety to affect performance have been poorly studied, despite prior studies showing a negative correlation. This study examines whether self-appraisal capacity modulates the connection between language evaluation anxiety and oral English performance in EFL learners. A quantitative, cross-sectional design was utilised, involving 200 university students in China. Participants undertook a Language Evaluation Anxiety Scale (modified from the Foreign Language Classroom Anxiety Scale) and a newly formulated Self-Appraisal Scale. They completed a standardised oral proficiency examination that evaluated pronunciation, grammar, fluency, and general communicative competence. Correlation studies demonstrated substantial negative relationships between language assessment anxiety and both self-appraisal ability (r =-0.46, p < .001) and oral English performance (r =-0.52, p < .001). Mediation study employing bootstrapping established that self-appraisal ability partially mediated the association between language evaluation anxiety and oral performance (indirect effect =-0.12, 95% CI [-0.20,-0.06]). These findings highlight the crucial function of self-assessment in mitigating the adverse effects of anxiety on speaking performance. The research indicates that interventions aimed at improving students’ self-assessment abilities may alleviate anxiety and enhance spoken English proficiency in EFL settings.