<![CDATA[Speaking skill is essential for vocational students, yet anxiety often limits oral participation in EFL classrooms. This study examined the correlations among mini-seminar activities, speaking anxiety, and speaking skill in a vocational EFL context. A quantitative correlational design was employed with 72 students in grade 12 majoring in Network and Application Information Systems at a public vocational high school in Sleman, Yogyakarta. Data were collected using a mini-seminar observation rubric, an adapted Foreign Language Classroom Anxiety Scale questionnaire, and an analytic speaking rubric, and were analyzed using Pearson correlation and multiple regression. The results showed no significant correlations among mini-seminar activities, speaking anxiety, and speaking skill. These findings indicate that speaking development is shaped by broader contextual and learner-related factors beyond mini-seminar participation and anxiety alone.]]>
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