Effect of Educational Technology on Students’ Foreign Language Anxiety: A Thematic Literature Review

Foreign language anxiety (FLA), as a common affective filter, has impeded the learning process. In order to reduce FLA, researchers have explored several methods via enhancing settings. Technology crucial tool in improving environment been considered on this topic well. However, results of these empirical studies are inconsistent. After reviewing 24 relevant experimental and quasi-experimental research articles from 2016 2021 calculating effect size for each article, it is evident that 46% reported technology-assisted instruction significantly decreased 54% had no significant FLA. Therefore, paper aimed examine overall explore moderators caused inconsistent through examining five potential (technology type, using integrating technology into foreign classroom, exposure duration groups, FLA type target language) reviewed studies, which based sources (Young, 1991; Yan & Horwitz, 2008). Two (using classrooms were found get predictions students' p<0.05. These findings provide educators, researchers, practitioners new direction future different teaching suitable classroom.