Practicing interaction in a language is considered as one of the ways of mastering the language. However, many language learners find it difficult to use the language they are learning. This has greatly impeded their speaking skill. Anxiety is considered to be a bad feelings in the learner’s mind. Researchers have identified some causes of speaking anxiety. Nevertheless, motivation has been identified as one of the important factors in tackling speaking anxiety. More so, it is important to note that motivation is considered as one of the affective variables which is also the element of affective strategy. Affective strategy is not directly involve in the learning of the language, rather often employed to manage the affective variables in learning. Interestingly, many researchers have established a positive correlation between the use of affective strategy and the level of students’ anxiety. This paper, therefore, examined the students’ awareness about the use of affective strategy as well as their level of speaking anxiety in a college of education in Nigeria. A questionnaire was used to collect data from 56 college of education students. SPSS was used to calculate the mean and the standard deviation. The result revealed that the students are experiencing high level of anxiety and are not using the affective strategy. In addition, the most serious form of anxiety is reported to be the fear of negative evaluation. Therefore, learners need to be motivated and set free from fear of threat to speak in class; for that learners need to be encouraged to use affective strategy like taking deep breathing, self-motivating, positive self-talk as opined by [1]. Equally teachers should avoid giving negative feedback to the students.