Foreign language speaking anxiety (FLSA) has been regarded as one of the main inhibitors of language development. However, the relationship between FLSA and factors that can be influenced by emergency remote teaching (ERT), such as computer self-efficacy (CSE), have been unexplored. It is pertinent to assess students’ perceptions of FLSA in online environments that were affected by the abrupt change from face-to-face to online classrooms after the pandemic, as teachers can create strategies to tackle the lack of online learner engagement reported in the literature. Therefore, this mixed-methods study sought to assess students’ perceptions of FLSA in ERT settings and understand the relationship between FLSA and CSE in such contexts. To this end, 124 Chilean university English as foreign language (EFL) learners were asked to complete the second language speaking anxiety scale (SLSAS) and the computer self-efficacy scale (CSES), followed by semi-structured interviews with 12 participants. Quantitative results revealed high FLSA and CSE scores, but no significant correlation was found between them. Qualitative results brought several aspects affecting FLSA to the surface, such as the impact of feedback/assessment, perceptions toward the teacher, the influence of peer interaction, technology-related aspects, and the impact of ERT. The study indicates a need for teachers to adopt strategies to reduce FLSA in an ERT setting, such as giving enough planning time, curbing aggressive stances toward speaking, and finding new ways of interacting with technology.