Does insecurity increase the more proficient one becomes?

Multiple studies across different learner groups (Chinese, Arab, and general EFL learners) found that the more proficient people rate their own foreign-language ability, the less anxious they report feeling in class or when speaking.^2,5,6,9,11

One study comparing self-reported proficiency to actual scores on a standardized English test (TOEIC) found that how proficient learners believed themselves to be predicted anxiety much more strongly than their actual measured proficiency did.³

Anxious learners tend to underestimate their own competence, while less anxious learners of similar actual ability tend to overestimate theirs — meaning the anxiety itself distorts self-perceived proficiency rather than proficiency simply causing or curing the anxiety.⁴

A qualitative interview study of the most anxious students among 117 first-year English majors found that even after 7-10 years of studying English and reaching an advanced academic level, these learners still showed strong fear, physical anxiety symptoms (trembling, sweating, faster heartbeat), and avoidance of speaking in class — proficiency and years of study did not guarantee confidence.¹

One analysis argues that language anxiety can persist even among advanced multilingual speakers because of 'native-speakerism' — the idea that only native, Anglophone speakers count as the real standard for competence — meaning insecurity can be sustained by social judgment rather than actual skill level.¹²

A study of EFL learners giving oral presentations found that the specific pronunciation features linked to lower anxiety differed by proficiency group — consonant voicing mattered for high-proficiency speakers, while overall consonant pronunciation mattered more for intermediate speakers — showing that what drives insecurity can shift as proficiency changes rather than simply shrinking uniformly.⁸

Anxiety levels were shown to fluctuate over a semester and even within a single lesson, and were consistently lower among students with higher motivation, particularly at more advanced levels — suggesting insecurity is dynamic and shaped by teaching context and motivation, not a fixed byproduct of proficiency level.⁷

Interventions such as immersive nature-based English programs and telecollaboration video exchanges produced measurable increases in learners' communicative self-confidence, including among learners with varying proficiency levels, showing insecurity can be reduced through structured practice rather than needing to wait for proficiency to rise.^10,13

Why would someone feel more confident about their language skills but still stay anxious in class?

Some research suggests the specific fear of being singled out to speak in front of others can persist regardless of overall skill level, because anxiety in these studies is often tied to classroom dynamics — being called on, judged by a teacher, or compared to classmates — rather than actual competence. A study of the most anxious advanced English majors found their fear centered specifically on being asked to speak up, showing that classroom social pressure can override whatever confidence a learner has built through years of study.