ESP-3905

Published

2025-07-21

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Vol. 10 No. 7 (2025): Published

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Research Articles

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Copyright (c) 2025 Jianmei Ren, Wan Suraya Binti Wan Nik, Shaoqi Wang, Hao Wang

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How to Cite

Jianmei Ren, Wan Suraya Binti Wan Nik, Shaoqi Wang, & Hao Wang. (2025). Language evaluation anxiety and self-appraisal ability: Their impact on students’ oral English performance. Environment and Social Psychology, 10(7), ESP-3905. https://doi.org/10.59429/esp.v10i7.3905

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

Jianmei Ren

Faculty of Education and Liberal Arts, INTI International University, Putra Nilai, 71800, Malaysia

Wan Suraya Binti Wan Nik

Faculty of Education and Liberal Arts, INTI International University, Putra Nilai, 71800, Malaysia

Shaoqi Wang

Faculty of International Education, Suzhou Top College, Suzhou, 215300, China

Hao Wang

Faculty of Education and Liberal Arts, INTI International University, Putra Nilai, 71800, Malaysia


DOI: https://doi.org/10.59429/esp.v10i7.3905


Keywords: language evaluation anxiety; self-appraisal; oral English performance; EFL learners; speaking proficiency; mediation analysis; affective filter

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.

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