Abstract
The origins and effects of anxiety in learning English speaking skills are explored in this research report. Because the study's focus was on the affective aspect of young learners experiencing mental and physical changes, 150 students and four speaking teachers at the College of Electro-Mechanics, Construction and Agro-Forestry of Central Vietnam (CECAC) were chosen as participants in this research. This study was conducted using quantitative and qualitative data collection approaches, which were complimentary. The data collected from the two methods reveals that the reasons for posing inhibition among the students come from themselves, their teachers, and other sources as well. Anxiety, an affective factor, was noticed to interfere significantly with the outcome of students' performance in speaking classes. To help the students become less inhibited, suggestions for employing strategies were also put forward for students and local teachers to help reduce speaking anxiety.
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