FOREIGN LANGUAGE SPEAKING ANXIETY: A SYSTEMATIC LITERATURE REVIEW OF RESEARCH DEVELOPMENTS AND PRACTICAL IMPLICATIONS

Abstract

Foreign language anxiety (FLA) significantly affects English as a Second or Foreign Language (ESL/EFL) learners, particularly in oral communication. As globalization increases the demand for English proficiency, speaking anxiety remains a major barrier to fluency, manifesting through psychological, social, and instructional dimensions. This systematic review synthesizes research on ESL/EFL speaking anxiety from 2015 to 2025, identifying key trends, methodological approaches, and pedagogical interventions. Studies highlight fear of negative evaluation, linguistic deficiencies, and classroom dynamics as key anxiety triggers, negatively impacting engagement and confidence. Recent research has explored AI-driven tools, multimodal learning strategies, and adaptive teaching techniques as promising solutions to reduce anxiety and increase learner participation. This review critically evaluates existing models, identifies research gaps, and proposes evidence-based strategies for integrating cognitive, affective, and sensory approaches in language education. Findings contribute to the growing discourse on anxiety reduction and offer practical applications for educators seeking to create inclusive and low-stress learning environments.