This paper focuses on two studies into the effects of language anxiety on language processing. Using samples of Croatian L1 — English L2 speakers performing two picture description tasks (one in L1 and one in L2), the studies analysed their oral productions in order to identify a number of temporal and hesitation signals of planning processes. The findings suggest that observing learners using audio and video equipment and trying to increase their anxiety through interpersonal style does not produce a significant difference. However, learners watching someone apparently taking notes on their performance seemed to be significantly anxiety provoking. Qualitative analysis suggests that, in comparison with low anxiety language users, high anxiety language users produce longer texts in L2 than in L1, produce smaller amounts of continuous speech in both L1 and L2, produce filled pauses with a higher mean length in L2 than in L1, have longer mid-clause pauses, fewer repetitions, and make more false starts.