Exploring the Factors of EFL Students’ Speaking Anxiety in the English Classroom: Systematic Literature Review

Abstract

For English as a Foreign Language (EFL) learners, speaking anxiety continues to be a major obstacle to successful language acquisition. This study looks at research trends, contributing factors, and coping mechanisms associated to speaking anxiety in EFL students using a Systematic Literature Review (SLR) and bibliometric analysis. The terms "Speaking Anxiety," "EFL Learners," "Foreign Language Anxiety," and "Classroom Anxiety" were used in a methodical search of the Scopus database for articles published between 2016 and 2026. Thematic analysis was used to qualitatively synthesize 30 articles that were chosen from 314 records using the PRISMA method. VOSviewer was used for bibliometric analysis, specifically for overlay visualization and keyword co-occurrence. The results demonstrate that both internal and external factors, such as low self-confidence, fear of making mistakes, insufficient language competency, fear of receiving a poor grade, and unsupportive classroom situations, have an impact on speaking anxiety. Supportive teaching methods, technology-assisted speaking exercises, group learning, consistent speaking practice, and self-control are all effective coping mechanisms. These results emphasize how crucial it is to combine learner-initiated self-regulation with teacher-facilitated support in order to lessen EFL speaking anxiety and enhance communicative competence.