The "why” and “how” of English speaking anxiety: A classroom-based case study of EFL learners

English speaking anxiety remains a critical affective barrier for many learners in English as a Foreign Language (EFL) contexts as it leaves them with persistent anxiety and a sense of vulnerability, which negatively affect both their linguistic competence and social interactions in the real-world. Although its effects have long been documented in international educational research, the changing experiences of EFL learners necessitate elaborate investigation in the Turkish context. Through a classroom-based case study, the current research aimed to thoroughly address the underlying causes of speaking anxiety and coping mechanisms that participants use to prevent it. In the language teaching process, EFL educators take on an essential role in ensuring the psychological safety of learners. In this regard, the current study also seeks to inform EFL instructors of pedagogical practices that can reduce learner distress, thereby enhancing the overall language learning experience. The qualitative data were collected by means of in-depth interviews conducted with five EFL learners and were analyzed through thematic analysis. The study revealed key sources of speaking anxiety such as fear of negative evaluation, negative self-perception and classroom dynamics. The findings also brought EFL learners’ strategies, including mindfulness practices, autosuggestion and deliberate cognitive distraction, to the forefront. The present study concludes with potential pedagogical practices to mitigate speaking anxiety and significant implications for creating a safe classroom climate.