Innovation in Language Learning

Speaking anxiety (SA) is a major challenge in foreign language learning, particularly in EFL contexts. However, limited research has examined the perspectives of female students and teachers in Saudi Arabia. This study explores the perceptions of female Saudi EFL students and teachers regarding SA, aiming to provide a deeper understanding of this psychological phenomenon and its impact on students’ speaking performance. An exploratory case study design was employed. Data were collected through semi-structured interviews with five EFL students, focus-group interviews with five EFL teachers, and classroom observations at a public university in Riyadh. The findings reveal multiple sources of speaking anxiety related to learners, teachers, and classroom practices. Low self-confidence and overcrowded classrooms emerged as key contributing factors. In addition, contextual and cultural influences were found to shape students’ experiences of anxiety. Participants also suggested practical strategies to reduce SA, including supportive teaching practices and increased opportunities for speaking. The study offers pedagogical implications for EFL instruction in Saudi Arabia and highlights directions for future research on language anxiety in similar contexts.