Students' speaking English anxiety in EFL classes puts the teachers on top of their readiness to assist learners achieve better performance when speaking the foreign language. The present study investigated the impact of Community Language Learning (CLL) approach as a remedy for Tripoli private and public secondary school students who suffer from speaking anxiety in EFL classes. Data was collected from the quantitative and qualitative method results, through pre post questionnaire to answer the study questions. A total of 117 participants (teachers and students), 115 of grade ten students (males and females) ranging from beginner to intermediate level of English proficiency, and aged between 15-16 years old, along with two highly experienced and licensed EFL female instructors. The findings suggested that language anxiety may originate from the learners themselves, teachers or the learning environment which leads to students' language learning difficulties, fear of making mistakes and losing their identity. The investigation broadened the insight into the issue of language anxiety in the Lebanese classrooms, and helped not only students but also teachers in alleviating learners` language anxiety, promoting motivation to speak English and increase Language acquisition. The findings of this study proved by statistics that CLL is a beneficial teaching approach to enhance learners' oral communication abilities in the target language.