<![CDATA[Purpose – study aimed to examine the levels of speaking anxiety, self-efficacy, and Professional English Communication Performance among Culinary Arts students at PKK FT UNM and to determine the partial and simultaneous effects of speaking anxiety and self-efficacy on professional English communication performance. Methods – A quantitative explanatory design was employed involving 70 Culinary Arts students who had completed the English language course. Data were collected using questionnaires and analyzed through descriptive statistics and multiple linear regression. Findings – The findings showed that speaking anxiety was categorized as high, whereas self-efficacy and Professional English Communication Performance were categorized as moderate. Speaking anxiety did not significantly affect professional communication performance (t = 1.392, p = 0.169), while self-efficacy had a positive and significant effect (t = 10.547, p < 0.001), with a Standardized Beta coefficient of 0.830. Simultaneously, speaking anxiety and self-efficacy significantly affected professional communication performance (F = 58.777, p < 0.001), explaining 63.7% of its variance (R² = 0.637). Research implications – These findings suggest that vocational English instruction should emphasize self-efficacy development through contextualized and authentic communication activities. However, the findings are limited to Culinary Arts students at a single institution and should therefore be generalized with caution. Originality – This study contributes empirical evidence regarding the relative roles of speaking anxiety and self-efficacy in professional English communication within Culinary Arts vocational education. Future research should examine additional predictors and instructional interventions to strengthen students’ self-efficacy and professional communication competence.]]>
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