<![CDATA[Speaking anxiety is one of the challenges frequently experienced by EFL student teachers, particularly in the context of spontaneous speaking. This basic qualitative research aimed to explore EFL student teachers' experiences of speaking anxiety in impromptu speech and how to overcome them. Data were obtained through semi-structured interviews and classroom observations involving four EFL student teachers selected through purposive sampling, then analyzed using thematic analysis. The results indicated that EFL student teachers experienced speaking anxiety manifested as physical symptoms and psychological responses. To overcome these problems, EFL student teachers used strategies to address the source of the problem and strategies that focused on regulating emotions. These findings offer practical applications for teachers to create a supportive learning environment and serve as a basis for further research involving different participant characteristics and testing the effectiveness of specific coping strategies for addressing speaking anxiety.]]>
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