<![CDATA[Speaking anxiety in English as a Foreign Language (EFL) classes may limit polytechnic students’ participation. Associated with linguistic difficulties and social evaluation, it warrants attention to gender and classroom interaction. This study examines sex differences in speaking anxiety, group-composition preferences, discomfort speaking before the opposite sex, and reported anxiety sources and expected lecturer support. A convergent mixed-methods design surveyed 101 students using an adapted Foreign Language Classroom Anxiety Scale and open-ended questions. Quantitative data were analyzed using Welch’s t-test, chi-square test, and Pearson correlation; open-ended responses underwent thematic analysis and integration through a joint display. Female students reported greater speaking anxiety than males (p = 0.047; Hedges’ g = 0.40), with a modest effect size. Sex was not significantly associated with group-composition preferences (p = 0.452), whereas discomfort speaking before the opposite sex correlated positively with a composite of 10 other anxiety items (r = 0.535; p < 0.001). Linguistic difficulties were most frequently reported by both groups, whereas fear of making mistakes and negative evaluation were mentioned more often by female students. Students expected linguistic scaffolding, preparation time, constructive feedback, supportive classrooms, and gradual participation. These findings highlight the need to distinguish between group differences and interactional experiences without inferring causality or the effectiveness of untested strategies. Practically, the findings support lecturers in considering vocabulary assistance, preparation time, constructive feedback, flexible grouping, and gradual participation, although their effectiveness remains to be evaluated.]]>
