Abstract :
This paper attempts to explore the language anxiety in speaking skill of Iranian EFL language learners from two
different perspectives of language teachers and language learners. In doing so, it follows a qualitative method in
the form of case study through in-depth semi-structured interviews with three experienced EFL teachers along
with three EFL learners. Purposive sampling is conducted in order to choose these informants for the study. This
research provided some alternative insights on language anxiety from two different perspectives. The results of
the study showed that language anxiety could affect the speaking skills of learners by lowering the quality of oral
performance as the anxiety increases. Further, as is clearly shown by the interview results, many of the accounts
from the informants seem to generally validate the findings offered by earlier research on language anxiety. For
instance, among the strategies to lower student anxiety in class is considered learner-centered approach that was
agreed up on by both instructors and learners, but it is also maintained that there are some differences or gaps
between the EFL teachers’ and learners’ perceptions on the role of anxiety in EFL classroom settings. Finally,
based on the viewpoints of the EFL teachers and students there are suggested some strategies to confront,
control, and alleviate anxiety in speaking of EFL learners.
