Tracing the Emotional Ecology of Foreign Language Test Anxiety: A Qualitative Systematic Review of Antecedents and Consequences

Foreign language test anxiety (FLTA) affects learners' cognitive, emotional, and behavioral responses to language assessments. Despite extensive research on its causes and effects, a comprehensive understanding from the learners' perspective remains underexplored. This study aims to synthesize qualitative and mixed-methods research on the antecedents and consequences of FLTA, with a focus on learners’ experiences and perceptions. A systematic search was conducted across primary education and psychology databases for studies published from 1990 to 2025. The review adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) and Enhancing Transparency in Reporting the Synthesis of Qualitative Research (ENTREQ) guidelines. Studies were appraised for methodological quality using the Enhancing Transparency in Reporting (ETR) checklist of the Critical Appraisal Skills Programme (CASP). Thematic synthesis and meta-ethnographic translation were used to integrate findings from the selected studies. The review identified key antecedents of FLTA, including learner-level factors (e.g., low self-efficacy, perfectionism, prior academic failure, and inadequate self-regulatory skills), test-design features (e.g., time pressure, difficulty, unfamiliar formats, and unclear criteria), and broader assessment cultures marked by high stakes, exam-driven teaching, and social pressures. The consequences of FLTA were multifaceted, ranging from cognitive interference and reduced performance to avoidance behaviors, reliance on short-term strategies, and negative impacts on long-term engagement with language learning. Positive changes were associated with alternative assessment practices, such as portfolios and formative assessment. The findings suggest practical recommendations for language teachers, curriculum designers, and policymakers to create assessment environments that reduce FLTA and support learner well-being.