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<p>Second language (L2) anxiety is one of the most widely examined affective variables in the field of L2 learning across almost four decades of literature. Studies have frequently reported on the negative impact of L2 anxiety and its associated factors such as lower academic performance, self-esteem, and greater avoidance behaviour. However, L2 (societally dominant language) anxiety is sometimes mistakenly reported as foreign language (international communication) anxiety, creating confusion in interpretation and analyses. Moreover, research on primary school-aged L2 learners (less than 12 years of age) is limited. With Bronfenbrenner’s Bioecological Model as a theoretical foundation guide, this review systematically provides an overview of existing literature on L2 anxiety within immediate domains (e.g., school, home) for primary school-aged children (ages 6–12 years) along with identifying gaps in the literature as a foundation for determining future research. The database search across three online databases (Google Scholar, Scopus, ERIC), supplemented by manual reference searches, yielded a total of 527 unique results. Sixteen studies met the inclusion criteria. Key factors of the individual child, academic and adult-related influences contributing to L2 anxiety were identified and are discussed. Mental health factors and other domains were identified as gaps in the literature for further investigation.</p>

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Primary school-aged children’s L2 anxiety: a scoping review of 38 years of research

  • 期刊论文

  • 发表日期：

    2026年1月26日

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  • Nicholas W. K. Seet,
  • H. Winskel,
  • L. Suárez

摘要

Second language (L2) anxiety is one of the most widely examined affective variables in the field of L2 learning across almost four decades of literature. Studies have frequently reported on the negative impact of L2 anxiety and its associated factors such as lower academic performance, self-esteem, and greater avoidance behaviour. However, L2 (societally dominant language) anxiety is sometimes mistakenly reported as foreign language (international communication) anxiety, creating confusion in interpretation and analyses. Moreover, research on primary school-aged L2 learners (less than 12 years of age) is limited. With Bronfenbrenner’s Bioecological Model as a theoretical foundation guide, this review systematically provides an overview of existing literature on L2 anxiety within immediate domains (e.g., school, home) for primary school-aged children (ages 6–12 years) along with identifying gaps in the literature as a foundation for determining future research. The database search across three online databases (Google Scholar, Scopus, ERIC), supplemented by manual reference searches, yielded a total of 527 unique results. Sixteen studies met the inclusion criteria. Key factors of the individual child, academic and adult-related influences contributing to L2 anxiety were identified and are discussed. Mental health factors and other domains were identified as gaps in the literature for further investigation.