The Effects of Xenoglossophobia on EFL Student’s Academic Achievement and Motivation

Abstract

This research synthesis was conducted to determine the main effects of xenoglossophobia on EFL students’ achievements and motivation. To answer the established research questions, 20 empirical studies were used to categorize and analyze information. After data analysis, the results depicted the existence of four variables affecting Foreign Language Anxiety (FLA) levels: academic achievement, motivation, academic assessment, and language performance. Additionally, a fifth variable emerged from the analysis: gender, which plays a vital role, as it determines which variables are more affected and how the individual manages anxiety. Furthermore, this research examines the common strategies used by teachers and students to manage anxiety. The results highlighted the importance of the teacher's role in creating a good learning atmosphere and the use of more friendly approaches/techniques to achieve it. On the other hand, the study also analyzed the student's ability to handle coping strategies, as they contribute to diminishing FLA levels. Finally, the recommendation for future research is to study xenoglossophobia in the Latin American context, as there is limited information available, and it is important to consider that anxiety can be the primary factor hindering student performance.