Language Assessment Anxiety: Exploring Social and Cultural Factors in Indonesian University Students

Abstract

This paper investigates the socio-cultural dimensions of language assessment anxiety among university students in Indonesia, focusing on how familial expectations, classroom practices, and linguistic background shape learners’ emotional responses during English oral exams. Using a qualitative approach, data were collected through semi-structured interviews and reflective journals from undergraduate students in an English education program. Thematic analysis revealed four central factors contributing to anxiety: fear of negative evaluation and face loss, academic and familial pressure, teacher-centered assessment environments, and linguistic insecurity tied to regional and socio-economic disparities. Despite varied language proficiency levels, participants commonly expressed emotional distress linked to cultural norms of collectivism, educational hierarchy, and perceived social judgment. These findings highlight the need for culturally responsive assessment design, increased emotional awareness in teaching practices, and institutional policies that prioritize formative, inclusive approaches. By addressing the intersection of language, identity, and power, the study offers pedagogical insights that can improve language assessment practices and foster more equitable learning environments in multilingual contexts.