<p>This mixed-methods study examined the combined effect of metacognitive and reflective strategies instruction on reducing speaking anxiety among English (L3) majors. While research on foreign language anxiety has grown recently, very few studies have focused on how learners’ conscious regulation of their speaking processes and reflective self-assessment can mitigate anxiety, particularly in tertiary L3 learning contexts. 75 Moroccan English majors at a public university were selected from two intact classes and were assigned to a control group (<i>N</i> = 40) and an experimental group (<i>N</i> = 35). A questionnaire was used to assess students’ speaking anxiety levels pre- and post-intervention, and focus group discussions, and self-reflective reports were conducted to identify the participants’ speaking difficulties and their perceptions of the strategy-based instruction. A Mixed-ANOVA was utilised to analyse the questionnaire data, and thematic analysis was employed to analyse the focus group discussions and reflective reports data. The Mixed-ANOVA indicated a significant group× time interaction, F(1,73) = 85.45, <i>p</i> &lt; .001, η² = 0.539, revealing that the experimental group who engaged in metacognitive planning, monitoring, and evaluation, and structured reflection, reported greater confidence and reduced anxiety in oral tasks compared to the control group. Additionally, findings revealed several challenges students faced in oral communication, including fear of speaking in public, lack of self-confidence, and difficulty to express themselves fluently. The participants also exhibited positive perspectives on the training. This study contributes to the field by highlighting the practical role of self-regulatory strategies in managing affective barriers to language production. The results offer actionable insights for language educators aiming to foster emotionally supportive environments that empower L3 learners in developing oral proficiency.</p>