Reading Anxiety in First and Second Language Acquisition: A Comprehensive Literature Review

Qiang Liu

doi:10.71113/JMSS.v2i3.329

Authors

Qiang Liu Sichuan international Studies University

DOI:

https://doi.org/10.71113/JMSS.v2i3.329

Keywords:

Foreign language education, English as a Foreign Language (EFL), Reading anxiety

Abstract

Reading anxiety, a domain-specific form of affective disturbance, disrupts comprehension and hinders literacy development in both first (L1) and second/foreign (L2/FL) language contexts. This review synthesizes empirical and theoretical work to examine its conceptualization, prevalence, cognitive and affective correlates, educational consequences, and intervention strategies. Findings confirm that reading anxiety is distinct from general academic anxiety and is consistently associated with poorer reading performance, reduced motivation, and negative self-perceptions. Cognitive factors and affective influences shape its intensity and impact. A range of pedagogical interventions have demonstrated efficacy in reducing anxiety and improving outcomes. Yet, limitations in measurement tools, research design, and population diversity remain. The review highlights differences between L1 and L2 reading anxiety and calls for integrative theoretical models and longitudinal, multimethod research. Addressing reading anxiety is critical for fostering confident, capable readers across linguistic and educational settings.

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