Barriers to Learning English as a Foreign Language (EFL) for University Students: A Systematic Review

Abstract

Language barriers incorporate emotional, psychological, sociocultural, educational, and situational dimensions. This study performed an interdisciplinary systematic review of English as a Foreign Language (EFL) barriers facing university students. A search across Web of Science, EBSCO, and ProQuest yielded 2,773 studies, with 21 meeting inclusion criteria. Most studies were in the Middle East and Asia, with minimal representation in Europe. The analysis identifies three main clusters of EFL barriers: 1) foreign language anxiety (FLA), affecting four language skills, including test anxiety; 2) inhibitory self-beliefs, involving negative and unrealistic self-perceptions, motivational, and personality struggles; and 3) linguistic challenges, due to mother tongue influence (L1). The analysis suggests an overlap between FLA and negative self-beliefs, termed the FLA and Inhibitory Self-Beliefs Spectrum. While linguistic challenges are substantial, nonlinguistic factors are also significant. Positive findings like overcoming anxiety and self-regulation are noted, informing adaptable teaching methods.