<![CDATA[Speaking anxiety is one of the challenges experienced by EFL students, as it can affect students’ confidence and willingness to communicate in English. This study aimed to investigate the level of speaking anxiety, identify the factors contributing to speaking anxiety, and explore students’ coping strategies among English Education students at Universitas Negeri Makassar. This study employed a mixed-method sequential explanatory design involving 115 English Education students. The quantitative data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS) and analyzed using descriptive statistics. The qualitative data were obtained through an interview guide and analyzed using thematic analysis. The findings revealed that students' speaking anxiety was in the middle anxious category, at 53 % (61 respondents). The study identified internal factors, including lack of confidence, fear of making mistakes, linguistic deficiency, and fear of negative evaluation, as well as external factors, including classroom activities, teacher behaviour, and past negative experiences. The findings also showed that students employed several coping strategies, such as preparation, relaxation techniques, positive thinking, and skill improvement. This study concludes that speaking anxiety is influenced by the interaction between students’ internal and external learning environments, highlighting the importance of supportive classroom practices to encourage students’ confidence in speaking English.]]>
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