This study was conducted to examine the English speaking anxiety and language motivation among English major students. The goal of this study was to determine the level of English speaking anxiety, the language motivation, and determine if there is a significant relationship between English speaking anxiety and language motivation. This study utilized quantitative, non-experimental correlational methods. The respondents of the study were the 1st and 2nd year English major students using total enumeration sampling. Statistics like the mean, standard deviation, Pearson r, t-test and analysis of variance (ANOVA) were applied to analyze the gathered data. The key findings revealed that students have agreed to have a comparable level of English speaking anxiety, particularly in terms of lack of self-confidence, communication apprehension and fear of negative evaluation. It also revealed from the findings that students have a high level of intrinsic motivation rather than extrinsic motivation that means that they are motivated to learn to speak English because of their personal desire. Furthermore, the test showed that there is no significant relationship between English speaking anxiety and language motivation. This implies that students who have a high level of language motivation, does not guarantee that they have low level of English speaking anxiety. The implications of the study is that administrators and curriculum implementers should develop programs and interventions to help students combat their English speaking anxiety and to overcome their fear when it comes to speaking English in front of the class.