Biases in Self‐Ratings of Second Language Proficiency: The Role of Language Anxiety

Abstract

Previous studies have shown a strong link between participants' apprehension about communicating and their perception of communicative competence in both native (L1) and second (L2) languages. This apprehension may intensify when participants communicate in the L2, especially if they believe their level of L2 competence to be very low. This study examines perceived competence in an L2 as a function of actual competence and language anxiety. Thirty‐seven young adult Anglophone students, with widely varied competence in French, participated. They completed scales of language anxiety and a modified version of the “can‐do” test, which assessed their self‐perceptions of competence on 26 French tasks. They then attempted each of those tasks. We found that L2 language anxiety, perceived L2 competence, and actual L2 competence intercorrelated. However, regression analysis with actual proficiency level controlled showed that anxious students tended to underestimate their competence relative to less anxious students, who tended to overestimate their competence. Theoretical and practical implications are discussed.