Abstract
Saudi undergraduates often struggle with English as a Foreign Language (EFL) speaking skills, primarily due to a high level of Fear of Negative Evaluation (FNE). This study examines the impact of Language Speaking Learning Strategies (LSLS) mediated by the Telegram smartphone application on reducing FNE among preparatory-year students at Najran University, using pre- and post-intervention questionnaires and semi-structured interviews. The findings indicate that LSLS integrated with Telegram significantly reduced students’ anxiety in speaking, fostering a more comfortable and engaging learning environment. Higher-achieving students were found to utilize social, cognitive, and metacognitive strategies effectively, contributing to improved speaking skills. Additionally, Telegram facilitated easier communication and interaction, allowing students to participate actively without the pressure of face-to-face evaluation. Listening to peer and teacher recordings further enhanced their confidence. These results highlight the potential of smartphone applications in alleviating language anxiety and promoting autonomous learning. The study recommends incorporating LSLS training via digital platforms into EFL curricula and teacher training programs to enhance speaking proficiency and learner engagement.