<![CDATA[Second language (L2) speaking has frequently been examined through the lens of anxiety, particularly in Arabic language education where strong normative expectations and accuracy-oriented practices often constrain oral interaction. However, anxiety-centered approaches offer limited insight into how fluent speech actually emerges during real communicative engagement. This study shifts the analytical focus from anxiety reduction to the emergence of Arabic speech flow under conditions of linguistic calmness. Linguistic calmness is conceptualized as an enabling affective state characterized by emotional stability, perceived communicative safety, and reduced self-monitoring. Employing a qualitative-dominant mixed-methods design, the study involved 40 Arabic learners in Malaysia and drew on classroom observations, audio-recorded speaking activities, and semi-structured interviews. The findings indicate that linguistic calmness emerges dynamically through interaction rather than preceding it, enabling learners to sustain oral production despite linguistic limitations. Speech flow was found to manifest as interactional continuity and communicative momentum rather than accuracy-driven performance. The study contributes theoretically by introducing linguistic calmness as a distinct affective construct that complements existing frameworks on willingness to communicate and fluency. Pedagogically, it highlights the importance of designing emotionally supportive speaking environments that facilitate natural and sustained Arabic oral interaction. ]]>
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