This paper critically examines the Foreign Language Classroom Anxiety Scale (FLCAS), a widely used tool for assessing foreign language classroom anxiety (FLCA). Despite its significance in understanding the emotional challenges of language learners, the FLCAS has several limitations. These include unclear definitions of its core constructs, reliance on self-reported data, and a lack of focus on positive emotions. Additionally, the scale's cultural biases and inability to capture the dynamic nature of anxiety over time undermine its applicability in diverse educational settings. The paper argues for improvements in the FLCAS, such as incorporating behavioral observations, physiological measures, and positive emotional states like motivation. It also calls for longitudinal studies to better capture how anxiety fluctuates throughout the language-learning process. By addressing these shortcomings, future research can enhance the effectiveness of FLCA assessments, ultimately supporting more effective language acquisition strategies.