Lijuan Feng

The present paper synthesizes the germane studies on English as a Foreign Language (EFL) learners’ motivation and foreign language anxiety (FLA) and their role in working memory. Earlier investigations have proved that learner motivation accelerates the learning process in working memory. Literature shows that learners prioritize some typical information based on their learning motivation. Nonetheless, specific strategies can be employed in order to augment learner motivation, which per se speeds up cognitive processing. Furthermore, earlier studies indicate a negative relationship between learners’ FLA and working memory. Learners’ FLA limits the attentional control system, which negatively affects learners’ working memory. Furthermore, the study offered some implications and future directions for the individuals like EFL teachers, teacher educators, and foreign language scholars. The postulations can improve their awareness of learner motivation and FLA and their role in working memory.