Impostor Phenomenon in Heutagogy and Andragogy: A Narrative Literature Review in EFL Learning Contexts

Abstract

In the context of teaching English as a foreign language (EFL), this narrative literature review investigates how the imposter phenomenon manifests itself within the frameworks of heutagogy and andragogy. Although the imposter phenomenon—which is typified by ongoing self-doubt and the fear of being perceived as intellectually weak—has been extensively researched in higher education, it is still not well understood in adult and self-directed EFL learning environments. Using research from Web of Science and Scopus, this study summarises theoretical and empirical findings about the relationship between impostor encounters and learner autonomy, self-efficacy, and identity development. Heutagogical methods stress how self-determined learning can either lessen or exacerbate imposter sentiments, whereas the andragogical lens emphasises how the self-concept and past experiences of adult learners affect susceptibility to these sensations. The results show that while the imposter phenomenon may impede persistence, involvement, and confidence in language usage, heutagogical approaches like learner agency, digital scaffolding, and reflective practice present promising ways to mitigate its impacts. In order to create more inclusive, encouraging, and empowering learning settings, this review emphasises the significance of including psychological aspects into adult EFL education.