The perceived impact of foreign language anxiety on speaking accuracy among B2 EFL learners in Riobamba, Ecuador

Abstract

This explanatory sequential mixed-methods study examined B2 EFL learners’ perceptions of how foreign language anxiety relates to speaking accuracy at a private language institute in Riobamba, Ecuador. Nine adult students participated in the study. Quantitative data were collected through a closed-ended survey, followed by semi-structured interviews used to clarify and expand the survey findings. The results showed variation in participants’ reported anxiety across oral communication activities. The highest mean was reported for speaking accuracy (3.8/5), followed by classroom environment (3.7/5). Students also reported fear of negative evaluation, pressure to use grammar correctly, difficulties organizing ideas, vocabulary loss, hesitation, and concern about pronunciation. The qualitative findings supported these patterns, particularly students’ fear of making mistakes and being judged by teachers or classmates. Overall, the findings suggest that participants perceived foreign language anxiety as closely associated with difficulties in maintaining accuracy and confidence during oral communication. The study highlights the importance of supportive classroom practices that reduce pressure during speaking activities.