Uysal, DeryaGokçe, Sevgı2026-01-242026-01-2420241308-7177https://search.trdizin.gov.tr/tr/yayin/detay/1254057https://doi.org/10.14686/buefad.1193454https://hdl.handle.net/20.500.12868/3876This study was driven by the need to help freshman prospective EFL teachers control high foreign language speaking anxiety that was observed during the compulsory course of “Oral Communication Skills-I”. A 14-week action plan was designed to alleviate the foreign language anxiety (FLA) they felt while speaking and improve their speaking performance. Multiple sources of data were collected by means of quantitative and qualitative measures in order to evaluate the effect of the action plan on participants. Qualitative results demonstrated that the action plan positively affected their speaking performance, and self-confidence. Additionally, a slight decline in their speaking anxiety was revealed. On the other hand, a decline in their speaking performance was observed. Thus, despite the decline in their speaking performance, the action was useful in supporting socio-psychological factors that are significant determinants of speaking performance The study provides some clues for re-structuring the curriculum used in faculties of education. Despite the ample research on FLA in the EFL setting, existing research has little to report on FLA experienced by non-native prospective EFL teachers and majority of this research aims to find out the sources of FLA they experienced, so the study fills in a crucial gap in the related body of literature.eninfo:eu-repo/semantics/openAccessSpeaking skillAction researchELT pre-service teacherslanguage speaking anxietyArticle10.14686/buefad.11934541337517681254057