<![CDATA[Public speaking is a crucial skill in academic and professional contexts; however, many students experience anxiety that can hinder their performance. This study aims to understand students’ anxiety in a public speaking course by exploring the challenges they encounter and the coping strategies they employ. Using a phenomenological qualitative approach, Semi-structured interviews were conducted with three students to collect the data, which were then analyzed through thematic analysis. The findings reveal that fear of negative evaluation, lack of confidence, and pressure from graded presentations were the primary sources of anxiety. These challenges were reflected in physical, cognitive, and behavioral responses during speaking performances. To cope with these challenges, students employed intensive practice, deep breathing techniques, and relied on positive feedback from teachers. The findings suggest that supportive classroom environments may play an important role in helping students manage anxiety and sustain participation in speaking activities. The study concludes that public speaking anxiety should be understood not only as a barrier but also as a dynamic experience in which anxiety and engagement can coexist. Future studies could include a broader and more diverse group of participants to examine how anxiety and coping strategies vary across educational contexts.]]>
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