The Relationship between English Language Anxiety and Perceived Academic Performance among Non-Language Undergraduates at a Sri Lankan State University

Abstract

This study examined the relationship between English language anxiety and perceived academic performance among second-year undergraduates enrolled in a non-language discipline at a Sri Lankan state university. Communication apprehension, test anxiety, and fear of negative evaluation were assessed through a 33-item questionnaire adapted from the Foreign Language Classroom Anxiety Scale framework. The cross-sectional survey attempted a census of the accessible cohort, obtaining 208 valid responses from 210 eligible students (99.0%). Internal-consistency estimates were acceptable for communication apprehension (α = .737), test anxiety (α = .704), fear of negative evaluation (α = .771), and perceived academic performance (α = .777). Perceived performance was negatively correlated with communication apprehension (r = −.644, p < .001), test anxiety (r = −.739, p < .001), and fear of negative evaluation (r = −.607, p < .001). The regression model was significant, F(3, 204) = 85.392, p < .001, R² = .557, adjusted R² = .550. Communication apprehension and test anxiety had significant negative unique associations, whereas fear of negative evaluation did not make a statistically significant unique contribution (p = .078). The findings concern students’ perceptions rather than independently verified grades and should be interpreted in light of the shared self-report method. They provide a contextual basis for evidence-informed consideration of low-pressure speaking opportunities, constructive feedback, diversified assessment, and integrated language support.