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<p>The advent of technology has significantly transformed various aspects of human activity and revolutionized language learning experiences. However, this shift from traditional learning models also introduces psychological pressure on learners, with anxiety being the most prominent emotional factor affecting language acquisition. To address this issue, this study conducts a systematic literature review, analyzing 99 empirical articles from EBSCO (APA PsycInfo &amp; ERIC), Ei Compendex, Scopus, and Web of Science to explore how technology influences language learning anxiety and to propose strategies for minimizing anxiety in technology-assisted learning environments. The key findings include the following: (1) Mixed methods dominate the research landscape, with a strong focus on higher education. Speaking is the most extensively studied language skill, while research on artificial intelligence is growing rapidly. Only a small proportion of studies focus exclusively on anxiety or employ theoretical frameworks. (2) This study reveals that technology alleviates foreign language anxiety through psychological safety and personalized feedback while exacerbating it via cognitive overload and diminished human interaction, with these mechanisms being further analyzed through grounded theory. (3) Future research should develop theoretical frameworks that integrate the affective and cognitive dimensions of technology-mediated foreign language anxiety, investigate virtual reality and augmented reality applications beyond higher education contexts, and employ multimodal assessments that combine physiological measures with traditional self-reports.</p>

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The impact of technology on foreign language anxiety: A systematic review of empirical studies from 2004 to 2024

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年10月31日

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  • Lujie Huang,
  • Ming Liu

摘要

The advent of technology has significantly transformed various aspects of human activity and revolutionized language learning experiences. However, this shift from traditional learning models also introduces psychological pressure on learners, with anxiety being the most prominent emotional factor affecting language acquisition. To address this issue, this study conducts a systematic literature review, analyzing 99 empirical articles from EBSCO (APA PsycInfo & ERIC), Ei Compendex, Scopus, and Web of Science to explore how technology influences language learning anxiety and to propose strategies for minimizing anxiety in technology-assisted learning environments. The key findings include the following: (1) Mixed methods dominate the research landscape, with a strong focus on higher education. Speaking is the most extensively studied language skill, while research on artificial intelligence is growing rapidly. Only a small proportion of studies focus exclusively on anxiety or employ theoretical frameworks. (2) This study reveals that technology alleviates foreign language anxiety through psychological safety and personalized feedback while exacerbating it via cognitive overload and diminished human interaction, with these mechanisms being further analyzed through grounded theory. (3) Future research should develop theoretical frameworks that integrate the affective and cognitive dimensions of technology-mediated foreign language anxiety, investigate virtual reality and augmented reality applications beyond higher education contexts, and employ multimodal assessments that combine physiological measures with traditional self-reports.