A SYSTEMATIC REVIEW OF THE RELATIONSHIPS BETWEEN SELF-EFFICACY, ANXIETY AND SPEAKING LEARNING STRATEGIES
DOI:
https://doi.org/10.55197/qjssh.v7i2.1162Keywords:
speaking self-efficacy, speaking anxiety, speaking learning strategies, strategy useAbstract
This systematic review examines the relationships among speaking self-efficacy, speaking anxiety, and speaking learning strategies in second-language acquisition. Guided by the PRISMA 2020 methodology, 15 peer-reviewed studies were analyzed to identify key trends and insights. The findings reveal a strong inverse relationship between self-efficacy and speaking anxiety, emphasizing the critical role of confidence in language learning in promoting learners’ willingness to communicate. In addition, learning strategies, particularly metacognitive and social strategies, were found to mediate the effects of anxiety and reinforce self-efficacy, creating a positive feedback loop that enhances speaking proficiency. Cultural and contextual factors, such as collectivist orientations and teaching methods like flipped classrooms, were identified as moderating variables that can shape learners’ strategic preferences and emotional regulation. The review also highlights the dual-path model of strategy use: a promotion path where high self-efficacy fosters diverse strategy use and improved performance, and an inhibition path where anxiety constrains strategy use and perpetuates low achievement. It emphasizes the need for targeted interventions to enhance speaking confidence and mitigate anxiety in language learners. Future research should focus on longitudinal studies to further clarify the dynamic evolution of these psychological and strategic factors in the development of speaking proficiency, particularly in the EFL context.
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