Language anxiety is a common phenomenon experienced by students learning a foreign language. The aim of this study is to identify the causes of language anxiety among students in the French department of the University of Juba and propose techniques to overcome this anxiety. The study used a mixed research approach of data collecting and analysis, collecting both quantitative and qualitative data. The analysis and interpretation of the data were based on a questionnaire, a semi-structured interview, and direct observation. In addition, the study is underline by the theory of second language acquisition which is the affective filter hypothesis. The findings show that lack of vocabulary, fear of making mistakes, and lack of self-confidence are the main causes of language anxiety among students. To help students overcome their anxiety, the study suggests educating students about language anxiety, providing additional resources such as books, articles, or videos that address this issue, offering personalized support with an emphasis on understanding and accepting mistakes as part of the learning process, creating spaces for informal conversation where students can practice the language in a relaxed and pressure-free manner, creating tandem partnerships with other students or native speakers to promote language exchange and self-confidence, and incorporating relaxation and stress management activities into the class routine.