This study focuses on the influence of foreign language classroom anxiety (FLCA) on EFL learners’ performance based on the context of Macau. The research was administered to English learners from three universities and four secondary schools in Macau. An adapted questionnaire from Horwitz et al.’s (1986) Foreign Language Classroom Anxiety Scale (FLCAS) was utilized, with the latent constructs about Communication Apprehension, Fear of Negative Evaluation, Test Anxiety, Language Classroom Anxiety, and Peer Influence. It focuses on both theoretical and practical aspects of the influence that FLCA has on EFL students’ academic performance and teacher’s pedagogy. The results indicate that learners exhibit a higher-than-average anxiety level that negatively correlates with their assessment. Peers were considered by the participants to be a factor as influential as assessments. Language instructors should hence reconsider how non-test-related factors like learning environment and peers can be better designed and utilized for refining effects in EFL learning.