A recurring theme that I have noticed in teaching at secondary and tertiary levels in Japan and Korea is how the high-school English experience of students affects how they view English, as well as how they interact with it. Often, this is a negative experience, and is one that is hard to shake off even after beginning classes in university that are student-centred and communicative in nature. One issue is the concern for examination, in which the focus is on student accuracy instead of fluency. This makes students afraid to make minstakes, and encourages the use of yakudoku in class - a mental activity that adds an extra layer when communicating in English.
I believe that even after this high school period, students are unable to replace the mental acticity of yakudoku. This is not their fault - it is actually due to not knowing alternative language learning strategies. If students are exposed to alternative strategies and use the ones that suit their learning styles, then the level of English that students can achieve will increase. This is not just for communication, but also examinations.
Often, as the classroom is the majority of student experience, it has an over-exaggerated effect on how students perceive English. But English is a real, living language! It is not simply a subject at school or a mental activity. Real people communicate in it. That is why we need to focus on fluency. So long as the meaning is passed to the listener, accuracy is not as important as fluency. Fluency takes time and dedication, but once you overcome this mindset of having to be 100% correct, you will see your English soar.