The Role Of Digital Literacy in Reducing Students English-Speaking Anxiety: A Systematic Literature Review
English speaking anxiety remains a major affective barrier among Indonesian EFL learners, compounded by sociocultural norms of face-saving and limited authentic speaking practice in traditional classroom settings. This study examined the role of digital literacy in reducing English speaking anxiety, identified the most effective digital literacy components, and synthesized key findings from prior research. A Systematic Literature Review (SLR) following the PRISMA 2020 protocol was conducted across Google Scholar and ERIC databases. From 1,490 initially retrieved records, 20 empirical articles published between 2020 and 2025 were systematically selected and analyzed. Data were analyzed qualitatively using Indonesia's National Digital Literacy Framework (Kominfo), which conceptualizes digital literacy through four pillars: Digital Skills, Digital Ethics, Digital Safety, and Digital Culture. Findings demonstrate that digital literacy reduces speaking anxiety through three interrelated mechanisms: alleviating performance pressure via asynchronous platforms; creating psychologically safe practice environments through AI-based tools; and fostering confidence through repetitive digital practice. Among the four pillars, Digital Safety emerged as most dominant (90% of studies), followed by Digital Skills as a universal prerequisite (100%), Digital Culture (35%), and Digital Ethics (20%). These findings confirm that digital literacy functions not merely as a technical competency but as a holistic affective support system for EFL learners. The study concludes that effective digital language instruction must be designed with learners' psychological needs at the forefront, integrating asynchronous formats, AI feedback, and structured pedagogical approaches within a culturally sensitive framework.