Fluency in Second Language Learning: A Conceptual Review of Proficiency and Language Anxiety

Abstract

Fluency has become an important focus in second language (L2) acquisition research because it is a strong indicator of oral proficiency. Alongside complexity and accuracy, fluency is widely used to assess communicative competence, with features such as speech rate, pausing, and self-repair serving as reliable measures. Previous studies consistently highlight fluency as a key predictor of proficiency, yet emotional factors, particularly foreign language anxiety, it can disrupt speech by increasing hesitation and slowing delivery. This conceptual paper reviews recent studies published between 2019 and 2025 to explore the role of fluency in L2 learning. It specifically aims to (1) present an overview of fluency in L2 learning, (2) examine fluency as a predictor of oral proficiency, and (3) analyze its relationship with language anxiety. The review emphasizes the multidimensional nature of fluency and calls for further research into how anxiety influences both objective performance and perceived fluency.