A Review of Studies on Perfectionism and Foreign Language Anxiety among EFL Learners
Abstract
Foreign language anxiety (FLA) and perfectionism are two prominent psychological variables that greatly affect English as a Foreign Language (EFL) learning achievement. This paper reviews recent empirical and theoretical studies on the relationship between perfectionism and FLA. Specifically, studies published between 2022 and 2025 are of special interest. By referencing Horwitz et al.'s three-dimensional model of FLA and Hewitt and Flett's multidimensional perfectionism framework, this paper reviews current evidence from Asian and global EFL contexts. In general, most studies found a positive correlation between maladaptive perfectionism—especially socially prescribed perfectionism—and higher levels of FLA. However, the magnitude and nature of the correlation may vary depending on individual factors such as self-efficacy, error orientation, and classroom climate. Three general mechanisms are discussed: (1) fear of negative evaluation, (2) maladaptive error orientation and rumination, and (3) reduced self-efficacy reinforced by unsupportive classroom climate. The review concludes that perfectionism can motivate learners to be the best they can be, but its maladaptive form is more likely to increase anxiety and sabotage performance. Implications for language pedagogy include creating a positive and error-tolerant classroom climate and encouraging adaptive goal setting to maintain high standards without compromising emotional health.
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