Studies have shown that anxious individuals may experience difficulties in speaking fluently and accurately (Horwitz et al., 2019). From this perspective, this study is led to determine the experiences of students' language anxiety during class oral presentations. A convergent parallel mixed method was employed. It involved 143 participants who were selected through stratified random sampling and the use of applied statistical tools, such as frequency counts and percentage, weighted mean, Pearson's r correlation, independent sample t-test, and ANOVA. In addition, thematic analysis for basic qualitative inquiry was utilized. Data collection was conducted using a standardized questionnaire and a researcher-made interview questionnaire for the Focus Group Discussion (FGD). This study found a significant relationship between the academic performance of the students and the factors of secondary language classroom anxiety. On the other hand, there is a significant difference in language anxiety experienced during class oral presentations when grouped according to profile. Furthermore, the results of the study showed that participants perceived higher anxiety levels during class oral presentations. Subsequently, qualitative data revealed the following findings: a lack of confidence to speak English during oral recitations; afraid of being criticized by peers; uncontrollable fear of performing; and feeling worried about being given low grades. Based on these findings, the following are recommended: intervention program with emphasis on modified authentic assessments; school-based policies; nation-wide training for curriculum experts, administrators, teachers, parents, school guidance counselors, and students. Henceforth, the details about the peripheral issues being identified may lead the learners to be provided with significant landscapes of learning in developing their communicative competence in English.