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Foreign Language Classroom Anxiety creates a negative impact in the teaching learning process. The primary objective of this research is to analyse the level, nature and effect of anxiety in learning English as a second language. It investigates the underlying factor structure of FLCAS in Indian context and the effectiveness of TBLT method to reduce speaking Anxiety in English language classroom. The study employed mixed method to analyse the nature of English language anxiety and effectiveness of TBLT method to reduce speaking anxiety. The quantitative data was collected through the survey, pre and post-test marks. The qualitative data were collected through interview, document and classroom observation. The experimental study analyses the effectiveness of TBLT method in reducing speaking anxiety and how it enhances speaking skills in comparison with lecture method in PPP format. TBLT method was found effective in reducing speaking anxiety and enhances English speaking skill much better than the traditional method. The qualitative data also confirms this finding. Based on these results, the researcher answers the primary research question as TBLT method is effective to eliminate English speaking anxiety and enhances speaking skills in English.