Anxiety and Self-Efficacy in English Language Learners: A Systematic Literature Review

Abstract

The acquisition of English as a second or foreign language is influenced not only by cognitive and linguistic factors but also by psychological constructs such as anxiety and self-efficacy. This systematic literature review critically examines recent empirical studies published between 2020 and 2024 that explore the roles of anxiety and self-efficacy among English language learners (ELLs). The review synthesizes findings from 25 peer-reviewed articles, highlighting that language learning anxiety—especially speaking anxiety—remains a prevalent obstacle that hinders learners’ participation, performance, and confidence. Conversely, self-efficacy emerges as a key motivational factor that fosters persistence, engagement, and strategic learning behaviors. The review reveals a strong inverse relationship between anxiety and self-efficacy, suggesting that learners with higher self-efficacy tend to experience lower anxiety levels. Moreover, contextual factors such as classroom environment, cultural background, and pedagogical approaches significantly influence these psychological constructs. The findings emphasize the need for integrated educational strategies that simultaneously reduce anxiety and build self-efficacy to promote more effective and emotionally supportive English language learning environments. The review also identifies methodological limitations in existing research, calling for more longitudinal and experimental studies to better understand the developmental trajectories and causal relationships of anxiety and self-efficacy. Ultimately, this review contributes to a deeper understanding of the psychological factors affecting ELLs and offers valuable implications for educators, researchers, and policymakers seeking to enhance language learning success .

The acquisition of English as a second or foreign language is influenced not only by cognitive and linguistic factors but also by psychological constructs such as anxiety and self-efficacy. This systematic literature review critically examines recent empirical studies published between 2020 and 2024 that explore the roles of anxiety and self-efficacy among English language learners (ELLs). The review synthesizes findings from 25 peer-reviewed articles, highlighting that language learning anxiety—especially speaking anxiety—remains a prevalent obstacle that hinders learners’ participation, performance, and confidence. Conversely, self-efficacy emerges as a key motivational factor that fosters persistence, engagement, and strategic learning behaviors. The review reveals a strong inverse relationship between anxiety and self-efficacy, suggesting that learners with higher self-efficacy tend to experience lower anxiety levels. Moreover, contextual factors such as classroom environment, cultural background, and pedagogical approaches significantly influence these psychological constructs. The findings emphasize the need for integrated educational strategies that simultaneously reduce anxiety and build self-efficacy to promote more effective and emotionally supportive English language learning environments. The review also identifies methodological limitations in existing research, calling for more longitudinal and experimental studies to better understand the developmental trajectories and causal relationships of anxiety and self-efficacy. Ultimately, this review contributes to a deeper understanding of the psychological factors affecting ELLs and offers valuable implications for educators, researchers, and policymakers seeking to enhance language learning success .