The Role of Emotion on Autobiographical Memory in a Second Language: A Systematic Narrative Review

Abstract

Aims and Objectives: This systematic narrative review synthesises 13 peer-reviewed studies examining how emotional valence and intensity influence autobiographical memory retrieval in a second language (L2) versus the first language (L1). It investigates how the language of retrieval itself shapes the emotional experience of autobiographical memories across a bilingual’s languages, and how these differences are measured. Methodology: Following Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) 2020 guidelines, we systematically searched Scopus, Web of Science, and PubMed without year restrictions. Eligible studies included bilinguals, used autobiographical memory tasks, and reported quantitative measures of emotion variables. Data and Analysis: Thirteen studies included diverse bilingual populations, language pairs, and task paradigms. Emotional responses were measured using self-report Likert-type scales, emotion word counts, and standardised clinical instruments; no physiological measures were used. Findings and Conclusions: Ten of 13 studies reported reduced emotional intensity and vividness in L2 than L1, the ‘foreign language effect’, linked to several mechanisms (weaker emotional grounding, acquisition context, reduced embodiment, and greater cognitive-emotional distance in L2). Three studies diverged, likely for methodological reasons. Congruity between encoding and retrieval languages enhanced recall vividness and intensity. Recalling negative events in L2 also reduced distress, the ‘linguistic distancing effect’, relevant to bilingual psychotherapy. Memories encoded in both languages showed high arousal and significance, challenging a binary L1 versus L2 framing. All findings align with the Component Process Model. Originality: This is the first systematic narrative synthesis of emotional autobiographical memory in bilinguals, offering a structured overview of recurring empirical patterns across different methodologies and populations. Implications: These findings have implications for bilingual psychotherapy and translanguaging pedagogy. Future research should prioritise diverse language pairs, longitudinal designs, and multimodal measures that combine self-reports with physiological indicators.