The aim of this study is to investigate the level of anxiety in emotional expressions produced by learners of Spanish as a foreign language in two conditions: before and after receiving instruction on pronunciation. The study also investigates how native speakers evaluate the expressions produced by Spanish learners in these two conditions. The results show that the learners feel more comfortable when they are allowed to pronounce as they wish without instruction. When students practice the same sentences after receiving explicit feedback on how to pronounce them, they feel less like themselves and less comfortable. However, when the productions read by the learners in these two conditions are evaluated by native speakers, they prefer the versions in which the students were instructed on how to pronounce. These readings are perceived as more similar to the target language and as sounding more natural.