Genc, GultenSimsek, Basri2026-04-042026-04-0420242304-96502305-6746https://doi.org/10.13187/ejced.2024.3.518https://hdl.handle.net/11616/108895Speaking anxiety in second language acquisition is currently a topic of extensive research. This study aims to assess the extent of speaking anxiety among EFL (English as a foreign language) learners attending preparatory schools and examine how demographic factors such as age, high school, and gender influence Foreign Language Speaking Anxiety (FLSA), as well as identify its sources. The participants were 172 preparatory school students (67 female and 105 male) enrolled in the School of Foreign Languages and from two different English proficiency levels, B1 (N = 107) and B2 (N = 65), according to the CEFR. A mixed type research methodology was employed. Data was analysed using T-Tests, ANOVA, and Pearson Correlation tests through Statistical Package for the Social Sciences (SPSS) 26. The findings of this study indicated that EFL students generally experience moderate levels of anxiety in their speaking courses. Gender emerged as a significant factor, with female students displaying higher levels of anxiety compared to their male counterparts when it comes to speaking in a foreign language. The study identified three primary sources of foreign language speaking anxiety: personal, teacher-related, and environmental. Furthermore, participants exhibited psychological and physical reactions to FLSA, suggesting that anxiety in speaking a foreign language goes beyond mere emotional distress. These insights provide valuable recommendations for educators and authorities to address speaking anxiety among EFL learners.eninfo:eu-repo/semantics/openAccessforeign language speaking anxietyindividual differenceEFLlearning English as a foreign languageArticle13351853510.13187/ejced.2024.3.518WOS:001328927600003Q30000-0002-2472-4041