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

Language barriers incorporate emotional, psychological, sociocultural, educational, and situational dimensions. We 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 the inclusion criteria of studies to be in English, quantify EFL barriers, and focus on university students. Most studies were in the Middle East and Asia, with minimal representation in Europe. Our analysis identifies three main clusters of EFL barriers: 1) foreign language anxiety (FLA), which affects four language skills, including test anxiety; 2) inhibitory self-beliefs, which involve negative and unrealistic self-perceptions, as well as 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, a phenomenon termed the FLA and Inhibitory Self-Beliefs Spectrum. However, it remains unclear whether these anxieties are codependent. While linguistic challenges are substantial obstacles to EFL improvement, nonlinguistic factors have emerged as significant in hindering linguistic development. Nonetheless, positive findings such as overcoming anxiety and self-regulation should be acknowledged. These insights could inform more adaptable teaching methods, potentially enhancing language skills, well-being, and self-image to in turn enhance self-intervention.