Speaking anxiety is a well-documented barrier to language acquisition, particularly in EFL contexts. This scoping review synthesizes 14 studies focusing on speaking anxiety among Turkish EFL learners to identify its underlying causes and effective intervention strategies. The analysis reveals that psychological factors (e.g., fear of negative evaluation), linguistic limitations, and socio-cultural dynamics significantly contribute to anxiety. Additionally, the review examines the efficacy of pedagogical adjustments and technology-driven solutions in alleviating speaking anxiety. Findings underscore the importance of integrating psychological and instructional support to foster communicative confidence. This study contributes to the growing body of research on language learning anxiety, offering practical implications for educators and policymakers.