Abstarct: Foreign language anxiety is a significant barrier in speaking fluently and appropriately. Students who experience high levels of anxiety when speaking encounter numerous challenges in learning and using a foreign language. This issue is particularly prevalent among EFL students, leading to many learners struggling to master speaking skills. Most foreign language speakers often feel stressed and anxious during conversations, which can result in grammatical errors and limited vocabulary use. This, in turn, can lower self-efficacy and self-esteem, and more importantly, it can hinder effective communication with others. Therefore, the aim of this research is to investigate the effect of SAC on EFL learners’ foreign language speaking anxiety. This quantitative research utilized a quasi-experimental design. Forty-eight EFL learners were chosen non-randomly through convenience sampling to participate in an online speaking class, and they were assigned into two groups: an experimental group and a control group. In the experimental group, SAC was implemented to teach speaking, while in the control group, learners were taught through the traditional method of teaching speaking. Their level of speaking anxiety was measured through a questionnaire that was given to them before starting the classes and again it was given to them after 10 sessions of classes had been completed. The findings were analyzed through an independent t-test. The results indicated that SAC positively reduced learners’ foreign language speaking anxiety. The findings of this study can be used as a useful pattern for students to alleviate their foreign language speaking anxiety and perform speaking tasks more proficiently and better. It can also be useful for teachers to use this strategy in their classes to enhance students’ performance in various skills such as speaking, critical thinking, and many other skills. Additionally, material developers can incorporate SAC into their materials and activities to reduce learners’ speaking anxiety and promote students’ speaking and critical thinking skills.