DOI: https://doi.org/ 10.56712/latam.v6i6.5150
Candidates=
217;
perceptions about the Cambridge English examination
Percepciones de los candidatos sobre =
el
examen de Cambridge English
Anthony Darwin Espinal Ba=
ilon
anthony.espinalbailon@upse.edu.ec
https://orcid.org/0009-0004-8054-2906
Universidad Est=
atal
Península de Santa Elena
La libertad =
211;
Santa Elena - Ecuador
Maria Antonieta Morales Jaramillo
mmorales@upse.edu.ec
https://orcid.org/0000-0002-4230-2985
Universidad Est=
atal
Península de Santa Elena
La libertad =
211;
Santa Elena - Ecuador
Artículo recibido: 05 de septiem=
bre
de 2025. Aceptado para publicación: 06 de enero de 2026.
Conflictos de Interés: Ninguno que declarar.
Abstract
English proficiency has become a fundamental
requirement in academic and professional contexts, which has increased the
demand for international certifications such as the Cambridge English
Examinations. However, these are often perceived as demanding due to their
structure, time constraints, and emotional load. This study aimed to analyze
candidates’ perceptions of the Cambridge English Examination, focusin=
g on
perceived difficulty, emotional experiences, preparation processes, and the
usefulness of the certification for academic and professional purposes. The
study adopted a qualitative phenomenological approach. Data were collected
through one-to-one interviews with five adult candidates and a focus group =
with
three adolescent candidates who had taken the A2 Key,
B1 Preliminary, or B2 First
examinations. In addition, an open-ended questionnaire guided
participants’ reflection. The data were analyzed using thematic analy=
sis
to identify recurring patterns and themes. The findings indicate that
candidates perceive the Cambridge English Examination as challenging yet fa=
ir
and relevant. Listening comprehension and time management emerged as the ma=
in
difficulties, while anxiety, nervousness, and streets were the most frequent
emotional responses. Despite these challenges, participants recognized the
certification as valuable for academic progression and professional
development. The study highlights the importance of effective preparation,
emotional support, and equitable access to international language certifica=
tions.
Resumen
El dominio del inglés se ha
convertido en un requisito fundamental en el ámbito académico=
y
profesional, lo que ha incrementado la demanda de certificaciones
internacionales como los Exámenes de Cambridge English. Sin embargo,
estos exámenes suelen percibirse como exigentes debido a su estructu=
ra,
limitaciones de tiempo y carga emocional. Este estudio tuvo como objetivo
analizar las percepciones de los candidatos sobre el Examen de Cambridge
English, centrándose en la dificultad percibida, las experiencias em=
ocionales,
los procesos de preparación y la utilidad de la certificación
para fines académicos y profesionales. El estudio adoptó un
enfoque fenomenológico cualitativo. Los datos se recopilaron mediante
entrevistas individuales con cinco candidatos adultos y un grupo focal con =
tres
candidatos adolescentes que habían presentado los exámenes
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Todo el contenido de LATAM Revista Latinoamerica=
na
de Ciencias Sociales y Humanidades, publicado en este sitio está
disponibles bajo Licencia Creative Commons.=
![](3D"1683_EspinalBailon_archivos/image004.jpg")
<=
o:p>
C=
ómo
citar: Espinal Bailon,
A. D., & Morales Jaramillo, M. A. (2026). Candidates’ perceptions about the Cambridge English examinatio=
.
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades 6 (6), =
3408
– 3427. https://doi.org/ 10.56712/lat=
am.v6i6.5150
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INTRODUCTION
As English functions as a global lingua fra=
nca,
both native and non-native speakers increasingly rely on it as the primary
means of communication in business, education, and professional contexts. T=
he
English language is widely used across numerous fields, including science,
engineering, technology, trade, commerce, academic research, tourism, the
internet, banking, business, advertising, the film industry, transportation,
and pharmacy, among others (Rao, 2019).&nb=
sp;
Given its extensive global use, demonstrating proficiency in English=
has
become essential. One of the most common ways to validate language competen=
ce
is through international certifications, such as Cambridge English Examinat=
ions
(Hernández, 2022), which are among the most widely recognized
assessments of English proficiency worldwide.
Cambridge English offers a range of
standardized international examinations that are aligned with the Common
European Framework of Reference for Languages (CEFR). Some assessments eval=
uate
performance across multiple proficiency levels, while others focus on a
specific proficiency level, such as Cambridge English: Preliminary at B1 and Cambridge English: First at B2
(Docherty & Corkill, 2015) .
Consequently, Cambridge English examinations have become a key mechanism for
formally validating learners’ English proficiency in academic and
professional contexts worldwide.
The CEFR establishes six proficiency levels=
A1
and A2 (basic users), B1an=
d
B2 (independent users), and C1 and C2 (proficient users) which provide a transparent and
coherent framework for describing language ability (Li=
tle,
2020). These levels are not only used to assess linguistic performance but =
also
to guide learning, teaching, and self-assessment processes, promoting learn=
er
autonomy and continuous language development. In alignment with this framew=
ork,
Cambridge English Examinations ensure consistency and comparability in the
assessment of language proficiency across different levels.
According to the Common European Framework =
of
Reference for Languages: Learning, Teaching, Assessment (CEFR) published by=
the
Council of Europe in 2001, overall language proficiency results from a comp=
lex
interaction between general competences (knowledge, skills, attitudes, and
learning ability) and communicative language competences (linguistic,
sociolinguistic, and pragmatic). As highlighted in the CEFR Companion Volume
(North, 2020), these competences are activated through communicative langua=
ge
activities such as reception, production, interaction, and mediation, enabl=
ing
effective language use in real-life contexts.
From this perspective, the CEFR framework h=
elps
explain why Cambridge English examinations are often perceived as demanding.
Candidates are required to demonstrate an integrated command of multiple
competencies rather than isolated grammatical knowledge. The assessment of
receptive, productive, and interactive skills places candidates in
communicative situations that closely resemble real-world language use, whi=
ch
may increase both cognitive and emotional demands during the examination
process.
Despite the widespread use of Cambridge Eng=
lish
Examinations, limited research has explored candidates’ perceptions of
these assessments, particularly in a Latin American context such as Ecuador.
Most existing studies have focused on test structure, validity, reliability=
, or
large-scale outcomes, leaving aside candidates’ lived experiences,
emotional responses, and contextual challenges during preparation and test
performance. Understanding candidates’ perceptions is especially
relevant, as emotional factors such as anxiety, stress, and time pressure c=
an
directly influence performance in high-stakes language examinations.
Therefore, this study aims to analyze
candidates’ perceptions of the Cambridge English Examination, with
particular attention to perceived difficulty, emotional experiences,
preparation processes, and perceived usefulness of the certification for
academic and professional purposes. By examining these perceptions, the stu=
dy
seeks to contribute to a deeper understanding of how candidates experience
international English assessments and how these experiences may shape
motivation, confidence, and performance.
METHODOLOGY
According to Eatough
& Tomkins (2022), qualitative research offers a broad set of tools to
explore and understand emotions. Since emotional experiences are complex, t=
his
methodology helps researchers focus on how people feel, express, and interp=
ret
their emotions within everyday situations. Based on this, they explain that
their discussion highlights only a selection of the methods commonly applie=
d to
examine emotional aspects of human life. Whereas quantitative research focu=
ses
on numerical data and statistical patterns, qualitative research explores t=
he
deeper layers of people’s experiences and viewpoints, allowing resear=
chers
to understand the context and subtle details that numerical data often cann=
ot
capture (Lim, 2024).
Due to this, this study to gather rich and
meaningful data, two qualitative techniques were used: one-on-one interviews
with adults’ candidates and focus group with teenage learners who had
already taken a Cambridge English exam. In the case of the adolescent
participants, the focus group was conducted only after obtaining informed
consent from their parents or legal guardians, ensuring ethical compliance =
when
involving minors in the study. It has been argued by T=
aherdoost
(2022), interview represent an effective method for gathering qualitative
information because they create direct communication between the researcher=
and
the participant, allowing the researcher to explore and interpret the
participant’s opinions and related to a particular topic whether the
conversation occurs in person, by phone, or through an online platform. Whi=
le Walle’s research (2015) as cited in Sanz (2025),
stated that a focus group is a qualitative research technique that brings
together a selected group of individuals to discuss and explore specific to=
pics
or research question in depth.
Sofaer (1999) as cite=
d in
Karkouti (2023), explained that phenomenological
research seeks to make sense of complex issues by examining and interpreting
individuals’ lived experiences. In line with this, the present study
follows a phenomenological perspective, which that it seeks to capture the
essence of participants’ lived experiences by examining their detailed
descriptions and subjective interpretations.
Additionally, a questionnaire with open-end=
ed
questions was used to guide participants’ reflections. By combining t=
hese
tools, the study achieves a broader understanding of candidates across
different ages and proficiency levels.
Lastly, the data collected will be examined
using thematic analysis, which helps identify common ideas and patterns in
participants’ responses. This approach allows the study to clearly
understand how learners experience the Cambridge English Examination and
factors that influence their confidence, motivation, and performance.
Type of research
Williams (2021),
explains that recent applications of phenomenology in qualitative research
focus on understanding how individuals experience events and how they inter=
pret
the situations they encounter. In line with this perspective, Oluka (2015) also describes phenomenology as a qualit=
ative
approach that examines people’s lived experiences to uncover the mean=
ings
they attach to a particular context. Together, these views support the use =
of a
phenomenological design in this study, as it allows for a deeper exploratio=
n of
how candidates interpret and make sense of their experience with Cambridge
English examination, particularly how they interpret its difficulty, struct=
ure,
and emotional impact. Through participant’s personal accounts, the
research aims to explore shared elements that shape their confidence and
overall performance.
Participants
A target popula=
tion
is the full group of people connected to the purpose of a study, whereas a
sample is a selected subset representing key characteristic of that populat=
ion
(Shukla, 2020).
For this study, the entire population and
sample were composed of eight English language learners who had taken a
Cambridge English examination (A2 Key, B1 Preliminary, or B2 Fir=
st).
This complete group included three adolescent candidates, who participated =
in a
focus group, and five adult participants, who engaged in one-to-one intervi=
ews.
Because every individual had direct experiences with structure, skills
assessed, and emotional demands of Cambridge test, they contributed highly
relevant and informed perspectives. Additionally, for the adolescent
participants, parental or legal guardian consent was obtained, ensuring full
ethical compliance in the inclusion of minors.
Data collection techniques
Focus group
Krueger (2014), as cited in Akyildiz
& Ahmed (2021), noted that a focus group requires a moderator to guide =
the
session. This person is responsible for opening the discussion and encourag=
ing
participants to share their views confidently. Besides, another key role of=
the
moderator is to ensure that the group feels comfortable and supported so th=
ey
can participate effectively in the conversation.
In this study, the focus group was carried =
out
with three teenage learners who had taken a Cambridge examination. The sess=
ion
was conducted through Zoom platform and guided the researcher, who ensured =
that
the participants felt comfortable, respected, and confident to express their
ideas. During the discussion, the students shared their perception, the
students shared their perceptions of the exam’s difficulty, the types=
of
tasks they experienced before, during, and after the test. This group
interaction allowed to observe how the participants built on each otherR=
17;s
comments revealing common experiences and concerns related to Cambridge
assessments.
One-on-one Interview
Guest et al. (2020) highlight that one of t=
he
widely used qualitative techniques is the one-on-one interview, which is
designed to gather detailed and personal insights directly from an individu=
al
participant. These interviews allow the researcher to explore a person̵=
7;s
experiences, perspectives, and thoughts related to a particular issue or to=
pic.
Similarly, this study included individual
interview with five adult candidates who had already completed a Cambridge
English exam. Each conversation was held separately via zoom, which enabled=
to
examine participants’ personal view on the exam such as how challengi=
ng
they found it, how they understood its structure, how they prepared, and the
emotions they experienced throughout the process.
Instruments
Questionnaire
As mentioned, Mazhar et al. (2021), a
questionnaire consists of questions designed to collect information from a
group of participants. It is an effective tool or gathering data from a lar=
ge
population and is especially useful when respondents are dispersed
geographically, making direct interaction difficult.
In this research, the questionnaire served =
as
the main instrument for gathering participants’ reflections about the
Cambridge English Examination. For one-on-one interviews, a set of twelve
open-ended questions was prepared, while the focus group received the
open-ended questions. These items were designed to explore candidates’
view on the exam’s structure, level of difficulty, preparation, emoti=
onal
responses, economic factors, and overall experience with Cambridge
Type of question
Open-ended questions
A study by Rouder et
al. (2021), fundamental characteristic of open-ended questions is that they
permit participants to express their thoughts in their own words, rather th=
an
choosing from predetermined response categories. This flexibility enables
respondents to provide richer, more detailed information that may reveal
personal perspectives, emotions may offer general perspectives, emotions, or
experiences that structured options, or experiences that structured options
could overlook.
Building on this, in this research, open-en=
ded
questions were included in both the one-on-one interview guide (12questions) and the focus group questionnaire (10
questions). These items encouraged Cambridge exam candidates to describe, in
detail, their perceptions of the test, the challenges they faced, and the
emotions they experienced throughout their preparation and exam process.
Thematic Analysis
According to Jnanathap=
aswi
(2021), qualitative data analysis requires both interpretation and systemat=
ic
examination, often occurring with data collection as researchers work to
uncover meaning with participants’ responses. Within this process,
thematic analysis is used to identify recurring patters and themes that
directly contribute to answering the research questions. Consequently, them=
atic
analysis is one of the most widely used approaches for examining qualitative
data, as it provides a structured yet flexible framework for identifying, a=
nalyzing,
and interpreting patters of meaning across datasets (Ahmed et al, 2025)
In line with this perspective, thematic
analysis was used to organize and code the participants’ reflections
about Cambridge English Examination. Through this process, recurring themes
such as perceived difficulty, emotional reactions, preparation challenges, =
and
overall exam relevance were identified.
Ethical considerations
The protection of human participants through
the proper application of ethical principles is essential in any research. =
In
qualitative studies, ethical considerations become even more significant du=
e to
the depth and sensitivity involved in the research process (Mohd,
2018).
Additionally, as outlined by Laryeafio and Ogbewe (202=
3), when
qualitative research includes participants, it is essential to ensure their
protection so they feel comfortable giving sincere responses during data
collection. Safeguarding
participants is a key requirement in any primary qualitative study that uses
interviews.
Based in these ethical principles, this stu=
dy
adhered to the fundamental standards of qualitative research. Participation=
was
voluntary, and each candidate received clear information about the purpose =
of
the study before providing informed consent. The participants had taken
Cambridge English Examinations at different levels (A2=
Key, B1 Preliminary, and B=
2
First). To maintain confidentiality, the eight candidates were identified u=
sing
alphabetical labels (Candidate A, Candidate B, and so on), and all collected
data were anonymized and used solely for academic purposes. Besides, parent=
al
or legal guardian consent was obtained for three adolescent participants
involved in the focus group, while five adult individuals participated in
one-to-one interviews and provided their own informed consent.
Moreover, focus group and one-to-one interv=
iews
were conducted respectfully in accordance with institutional ethical
guidelines, ensuring, confidentiality, integrity, and respect throughout the
research process.
DEVELOPMENT
There is a wide range of official
certifications that recognize English language proficiency, with those offe=
red
by Cambridge among the most renowned. These examinations are (Use of Englis=
h,
Reading, Writing, Listening, and Speaking, where the Use of English section
specifically assesses candidates’ overall command of English grammar =
and
vocabulary (Cambridge English, 2022) as cited in (Hernández, 2022). =
In recent years, one of the most relevant
priorities have been acquiring proficiency in a language other than one's
mother tongue, with English being English is a global language facilitates
communication across various fields such as business, science, education, a=
nd
technology, Therefore, obtaining an International English certification from
Cambridge has become essential to demonstrate one’s level of the Engl=
ish proficiency (Novoa, 2023).
As Roger Hawkey
(2013) mentioned in his book, Cambridge English Exams, the first Cambridge
examination for non-native speakers was taken by three candidates in 1913. =
Today,
nearly four million people across 130 countries take these exams annually.
Likewise, over the years, Cambridge English exams have continually evolved =
to
respond to the shifting demands of candidates, students, professors,
universities, academies, center preparations, and schools.
This research explores candidates’
perceptions of the Cambridge English Examination. Lindsay and Normand (1977), as cit=
ed in Amperio Sánchez (2023), explained that percept=
ions
are the process of interpreting and organizing sensory information to create
meaning. Likewise, perception is the process by which individuals register =
and
evaluate information detected from the internal or external environment,
consciously or unconsciously (Burn, 2010). In this regard, candidates’
perception plays a relevant role in how they interpret the demands, fairnes=
s,
stress, anxiety, and challenges by the Cambridge English Examinations at th=
e A2 Key, B1 Preliminary, a=
nd First
B2 levels, as well as the benefits they perceiv=
e from
taking the exam and getting an international certification.
On the other hand, examinations are central=
to
strengthening educational quality because they promote accountability and
support effective teaching and learning (Alqahtani,
2021). In this landscape, Cambridge English exams have become widely used as
standardized measures of English proficiency, providing a consistent way to
evaluate candidates’ language skills in an international academic
environment.
Moreover, learners tend to be highly motiva=
ted
when preparing for the Cambridge English: Young Learner exams. This increas=
ed
motivation positively influences students’ attitudes and behaviors in=
the
classroom, even though a few learners may occasionally become anxious. Over=
all,
professors view the exams' motivational impact as beneficial for most stude=
nts
(Breeze & Roothooft, 2014).
However, Breeze & =
Roothooft,
(2014) also point out several challenges associated with the implementation=
of
the Cambridge English. One major concern is the economic factor: some famil=
ies
are unable or unwilling to cover exam fees, which becomes especially
problematic in schools with students from lower socioeconomic backgrounds. =
This
financial barrier is particularly noticeable in the state sector, where acc=
ess
to the exams can be limited because they are not free. Another issue concer=
ns
the emotional response of some children, who may become nervous when facing=
the
exam, even though this reaction is often viewed as a natural reaction to
achieve satisfactory results, which raises concerns about the potential
discouragement they may experience.
Consequently, building on these findings, it
becomes clear that both motivational benefits and the challenges associated
with these examinations form part of the broader educational context. While=
the
tests can encourage greater engagement with English learning, factors such =
as
exam fees or students’ emotional reactions may influence their
participation or shape the way they experience the process.
Furthermore, considering these aspects,
candidates’ perceptions are influenced not only by the exam itself but
also by the experiences they have during preparation. Elements such as the
support they receive and the level of familiarity they develop with the exam
format can affect how difficult or manageable they perceive the test to be.
Considering these aspects contributes to promoting more equitable practices=
and
providing more effective support for learners.
Finally, the concepts of validity and
reliability are essential in the field of language assessment, as they ensu=
re
that English proficiency tests reflect students’ abilities. Hence,
validity refers to how well a test measures the skills it is intended to
assess, while reliability focuses on the consistency of results across
different administrations and different versions of the exam. Widely recogn=
ized
proficiency tests such as TOEFL, IELTS, and Cambridge English work to uphold
these principles through standardized formats and careful test development
(Khan, Imran, & Javed, 2025).
Cambridge English Examination
To understand candidates’ perceptions
also requires considering the structural design of the Cambridge English
examination. A2 Key, B1
Preliminary, and B2 First follow a specific for=
mat that
assesses language skills in progressively complex ways. These structural features play a direct rol=
e in
shaping how candidates evaluate the exam’s difficulty, demands, and
fairness. Therefore, a brief description of each exam format is essential t=
o contextualize
their perceptions within the broader assessment framework. A2 Key According to Liu (2025), Cambridge A2 for Schools represents a fundamental English
qualification designed for young learners. He points out that it built the
necessary confidence to advance toward higher-level exams, such as B1 Preliminary, B2 First
Certificate English, or C1 CAE. Therefore, candidates who achieve the level=
A2 of the CERF can communicate effectively in simple,
everyday scenarios. Lui (2025) also highlighted that the KEY ex=
am
is designed with a strong focus on authenticity and communication aiming to
evaluate how well candidates can use English in real-word scenarios. Thus,
test-takers are expected to apply their language knowledge to communicate
effectively, which is both a key requirement and the core goal of the exam<=
o:p> According to the Cambridge Assessment Engli=
sh
website (https://www.cambridgeenglish=
.org/), the A2 Key is made up of three main components: Table 1 Structure of the Cambridge A2
Key Examination Reading and Writing tasks Time: 60 minutes This section is divided into seven parts, totali=
ng
32 questions. It assesses candidates’ ability to make out short rea=
ding
and basic written materials, such as notices, brochures, and emails, as w=
ell
as their skill in producing simple sentences and short paragraphs. Listening Time: 30 minutes This section requires candidates to hear differe=
nt
types of spoken texts, including announcements and short conversations, a=
nd
they answer questions to show their understanding of specific details and=
the
general meaning of the recordings.
The listening test consists of five parts with a total of 25
questions, and the audio is delivered at a moderate pace appropriate for =
the
exam’s basic level. Speaking Time: 9-10 minutes In this part of the exam, candidates listen to
different spoken materials such as short conversations and announcements,=
and
respond to questions that assess their comprehension of both specific det=
ails
and the general meaning. The section consists of five parts with a total =
of
25 questions. Note: Adapted from A2 Key Handbook for Teachers (Cambridge University Pr=
ess
& Assessment, 2024) In this table, it can be observed that the =
A2 Key exam is organized into clearly defined section=
s that
target essential language skills. Each component such as Reading, writing, =
listening,
and speaking includes specific tasks, time limits, and question formats that
collectively illustrate the exam’s focus on assessing candidates̵=
7;
ability to manage simple, everyday communicative scenarios. B1 PET Rodríguez and
Based on information from the Cambridge
Assessment English website, there are four parts in a =
B1
examination.
Table 2&nbs=
p; &=
nbsp;
Structure of the Cambridge B1
Preliminary Examination
|
Reading and Use of En=
glish |
|
Time: 1 hour 15 minut=
es |
|
This section contains six parts with 32 question=
s.
It assesses candidates’ ability to understand main ideas, details,
opinions, and attitudes from short texts, brochures, notices, emails, and
longer passages. Tasks include multiple-choice, matching, gapped text, and
cloze exercises. |
|
Writing |
|
Time: 1 hour 20 minute=
s |
|
The section consists of two tasks. In part 1,
candidates must reply to an email. In Part 2, they choose between writing=
an
article or a story. The test evaluates clarity, organization, and appropr=
iate
use of B1-level language. |
|
Listening |
|
Time: 40 minutes |
|
This section includes four parts with 25 questio=
ns.
Candidates listen to announcements, conversations, and spoken texts about
everyday situations, demonstrating understanding of both general meaning =
and
specific details. |
|
Speaking |
|
Time: 10-12 minutes per pair/ 15-17 in groups of three=
|
|
Candidates participate in a face-to-face intervi=
ew
with an examiner and another candidate. There are four parts: assessing
interaction, responding to questions, expressing opinions, and describing
photos. |
Note: Adapted from B1 Preliminary Handbook for Teachers (Cambridge Unive=
rsity
Press & Assessment, 2024)
The table showed that the B1
Preliminary exam was organized into four clearly defined sections that asse=
ssed
candidates’ ability to use English in everyday situations. Each compo=
nent
included specific task and time limits that required learners to demonstrate
intermediate-level skills, such understanding longer texts, producing
structured writing, listening for details, and participating in spoken inte=
ractions.
Overall, the structure reflected the exam’s aim of evaluating
communicative competence at the B1 level.
B2 First
A study by Vladana
(2022) explains that B2 First is often selected=
by
candidates, drawing on data cited from Cambridge English Language Assessment
(2019). According to this source, Cambridge Assessment English, part of the
University of Cambridge, is recognized as a global leader in providing Engl=
ish
language qualifications, with more than four million candidates taking their
exams annually. This makes B2 First one of the =
most
widely chosen examinations in the portfolio.
Vladana<=
/span> also highlights
that in many countries where English is not the native language, it has been
incorporated into national curricula as a mandatory foreign language, and
learners are frequently required to demonstrate their proficiency through
different testing forms. Likewise, each year, large numbers of students pre=
pare
for English language examinations, some required, such as school-leaving ex=
ams,
and others taken voluntarily in order to obtain an internationally recogniz=
ed
certification of their English level.
Homayounfar et al. (2023)
state that Cambridge English examinations include the FCE (First Certificat=
e in
English), CAE (Certificate in Advanced English), and CPE (Certificate of
Proficiency in English), all administered by Cambridge Assessment English.
These exams can be taken either on a computer or on paper, depending on the
exam center. The author highlights the B2 FCE a=
s one
of the most relevant exams, while CAE is particularly suitable for individu=
als
aiming to work or pursue academic opportunities abroad. According to the 2025 FCE handbook=
, the
FCE corresponds to the B2 level of the CEFR,
demonstrating that candidates possess the language skills required for
communication in English-speaking contexts. FCE has four parts that consist=
of:
Table 3
Structure of the Cambridge B2
First Examination
|
Reading and Use of English |
|
Time: 1 hour 15
minutes |
|
This section has seven parts with a total of 52 questions. It
evaluates candidates’ ability to understand different types of writ=
ten
texts, as well as their knowledge of grammar and vocabulary through tasks
like multiple-choice cloze, open cloze, word formation, and key word
transformations. |
|
Writing |
|
Time:
1 hour 20 minutes |
|
This section consists of two tasks. In Part 1, candidates must wri=
te
an essay. In Part 2, they choose one task from three options, which may
include an article, review, email/letter, or report. The paper assesses t=
he
ability to communicate clearly, organize ideas, and use appropriate langu=
age. |
|
Listening |
|
Time: 40 minutes |
|
This section contains four parts with 30 questions. Candidates lis=
ten
to a range of spoken materials such as interviews, discussions, talks, and
monologues. They must show understanding of both general ideas and specif=
ic
details, including opinions, attitudes, and implied meaning. |
|
Speaking |
|
Time: 14 minutes per pair of candidates |
|
In this face-to-face test, candidates take part in a conversation =
with
an examiner and another candidate. The test includes four parts and asses=
ses
the ability to communicate clearly, express and justify opinions, take tu=
rns,
and interact effectively in different speaking tasks. |
Note: Adapted from B2 First certificate in English for Teachers (Cambrid=
ge
University Press & Assessment, 2025)
In this table, it can be observed that the =
B2 First exam was organized into four structured sect=
ions,
each with specific tasks and time limits that assessed different language
skills. The structure demonstrated how candidates were required to understa=
nd
written and spoken texts, produce organized writing, and participate in spo=
ken
interaction across a variety of communicative situations.
Candidate’s perceptions about the Eng=
lish
test
In terms of perceptions, Mahreda
(2017, as cited in Masykuri & Basuki, 2022),
identifies two types of perceptions.
Positive perception refers to interpreting
information, whether known or unknown, in a favorable way, leading individu=
als
to accept and support what they perceive, while negative perception involves
viewing information as unsuitable or unfavorable, which results in rejectin=
g or
opposing the perceived object or situation.
Consequently, North (1990), as cited in
Test anxiety
As stated by Mashayekh=
& Hashemi (2011) that exam anxiety is a psychological condition in whic=
h an
individual feels significant distress before, during, or after an exam or a=
ny
evaluative situation, to the point that this anxiety reduces performance or
disrupts normal learning processes. Similarly, Thomas et al. (2022) argue t=
hat
test-related anxiety is a widespread issue that affects the academic
performance of many students around the world each year. Periods of exams a=
nd
assessments tend to be highly pressured moments when stress levels usually
peak; instead, a moderate amount of stress can actually serve as a motivator
for learners. Excessive stress often has the opposite effect and may hinder
their performance.
Based on this, international English
assessments can generate pressure due to exam structure, time, and content.
Considering these elements from a general perspective allows for a broader
understanding of how the examination environment can shape attitudes toward
language evaluation, highlighting the importance of adequate preparation,
clarity of instructions, support from parents and teachers, and familiarity
with the exam’s format.
Stress
Stress refers to a state of mental pressure=
or
worry that appears when someone faces diffcult =
circumtances. It is a normal human reaction that help=
s us
deal with challeges or threats in our daily liv=
es.
All people experience stressful moments, but the way each person manages
The research by Heisse=
l
et al. (2020) indicated that high-stakes standardized assessments such as
students’ course placement, graduation eligibility, and admission to
college. These exams also lead to consequences for schools. Additionally, s=
uch
testing systems often face strong opposition, mainly because many believe t=
hey
create significant stress for students.
Nervous
Nervousness can be described as an
uncomfortable emotional state characterized by feeling such apprehension,
distress, embarrassments, surprise, and fear. It refers to a subjective
experience of tension and worry that is linked to the activation of the
autonomic nervous system (Putri et al. 2022, as cited in Amiruddin.
et al 2023).
Amiruddin et al. (2023) = also highlighed that students who experience nervousness tend to develop feelings of fear, worry, discomfort,= and intense anxiety. This emotional state is especially evident in second langu= age learning contexts, where learners feel pressure and concern when using Engl= ish, leading them to perceive speaking English as an unsade= or threatening situation when their language acquisition is insufficient. <= o:p>
Based on these findings, nervousness increa=
ses
when students feel unprepared or lack sufficent
language acquisition, negatively affecting their confidence and performance=
Threfore, candidates tend to become nervous when faci=
ng
high-staks assessments such as the Cambridge En=
glish
Examination.
Economic situation
Education is widely viewed as an essential
element that shapes a person’s social and economic success, since it
opens the door to greater opportunities and enhances overall quality of life
(OECD, 2020, as cited in Munir et al. 2023). In fact, children from low
socioeconomic status families tend to achieve lower academic outcomes than
children from middle-class families (Poon, 2020). Considering this, the
Cambridge examinations may also become less accessible for students from
low-income backgrounds, since both the test fee and the preparation courses
require financial resources that not all families can afford. Besides, Broer et al. (2019) found that children from more aff=
luent
backgrounds often benefit from families’ resources, which help them
access educational qualifications more easily. Therefore, candidates who la=
ck
economic resources may face disadvantages, as limited financial resources c=
an
restrict their access to both exam preparation and the itself, potentially
affecting their performance and opportunities for certification.
Time management
Time exams remain a widely used method in
education to assess a student’s knowledge, skills, and competencies i=
n a
particular subject (Helen & Purcell, 2019). Additionally, Davies (1986)=
and
Zeidner (1998), as cited in Tarchinski
et al. (2022) indicated that time constraints of exams can increase anxiety
level among students. Consequently, regarding an international English
proficiency exam, the timed nature of the test can heighten candidates̵=
7;
stress, especially for those who struggle with managing time under pressure.
Besides, when creating an exam, two key factors need to be taken into accou=
nt:
1) the types of questions used, and 2) the duration of the exam (Ragab et a=
l.
2023). Although exam timings are aligned with established formats, many
students still face challenges in effectively managing the allotted time.
Research Question
Which are candidates’ perceptions of =
the
Cambridge English Examination regarding preparation, confidence, performanc=
e,
and usefulness for their academic or professional future?
General Objective<= o:p>
L= ATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.<= o:p>
ISSN en línea: 2789-3855, enero, 2026, Volu= men VI, Número 6 p 3388.<= o:p>
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