Abstract

Background: Speaking anxiety continues to be a significant barrier to second language (L2) speech competency, especially among tertiary-level learners. Although it has been demonstrated that a variety of techniques can lessen speaking anxiety, little research has been done on how beneficial they are for students with diverse anxiety levels. Purpose: This review aims to investigate how the effectiveness of anxiety-reducing interventions varies between high-anxiety and low-anxiety L2 learners, with a focus on speaking proficiency in higher education settings. Methodology: A thematic analysis approach was adopted to synthesize 50 empirical studies published between 2020 and 2025. These papers are drawn from a variety of language and cultural contexts, such as the Middle East, Bangladesh, Indonesia, and Thailand. Findings: The findings show that while techniques like role-playing, peer engagement, speech technology, and mindfulness typically lessen speaking anxiety, emotionally supportive, organized, and scaffolded interventions are more effective for high-anxiety learners. On the other hand, independent, high-interaction activities are more effective for learners who experience less fear. Sociocultural factors, such as gender, exposure to English, and rural upbringing, also influence the effectiveness of interventions. Research implications: The review concludes that L2 teaching pedagogy should incorporate differentiated, anxiety-sensitive strategies tailored to each learner's unique profile. It also emphasizes the need for more longitudinal and context-specific research to improve the inclusivity and emotional reactivity of language instruction.