Morales Jaramillo, Maria AntonietaEspinal Bailon, Anthony Darwin2026-03-302026-03-302026-03-30UPSE-MPI-2026-008https://repositorio.upse.edu.ec/handle/46000/16441English 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, focusing 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 analysis to identify recurring patterns and themes. The findings indicate that candidates perceive the Cambridge English Examination as challenging yet fair and relevant. Listening comprehension and time management emerged as the main 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 certifications.engopenAccesshttp://creativecommons.org/licenses/by-nc-nd/3.0/us/CAMBRIDGE ENGLISH EXAMINATIONCANDIDATES’ PERCEPTIONSTEST ANXIETYLANGUAGE ASSESSMENTmasterThesis