This conceptual paper investigates the coping mechanisms of speaking anxiety among ESL (English as a Second Language) learners during oral presentations in the classroom. It aims to enhance understanding of the internal and external coping mechanisms employed during oral presentations in the ESL classroom. The techniques used for this paper are based on past studies published in journal articles and books related to this research area. This paper proposes a framework as a foundation for the role of internal and external coping strategies to alleviate speaking anxiety for learners engaged in oral presentations. These results are crucial for ESL learners looking to improve their oral communication skills while reducing speaking anxiety. Additionally, they impact ESL educators' understanding of language learning challenges and advocate for a supportive learning environment in classrooms.