Abstract
Students who are unable to speak fluently and efficiently are not always due to a lack of language proficiency, a lack of motivation, or a lack of interest. Rather than that, it may be that they are suffering from anxiety, which not only impairs students' performance but also inhibits students' efforts to improve their ability to speak. The purpose of this study was to ascertain EFL teachers' perceptions
on effective strategies for reducing students' anxiety when learning to speak English. The data were collected through online interview utilizing the zoom application. The participants in this study were six EFL teachers, one male and five females, each with a unique teaching experience. The findings of this study indicate that: (1) the causes of students' anxiety can come from both students and teachers;
(2) the primary effect of anxiety in learning to speak English is that students' performances do not improve; and (3) in order to minimize students' anxiety in learning to speak English, teachers believe they must be able to make the teaching and learning process more pleasant and attractive for the students
