Rapid growth of remote learning due to COVID-19 pandemic significantly affected EFL education. Virtual videoconferencing platforms introduced a technological mediation possibility that could give rise to a specific type of anxiety for EFL learners when speaking in English (Shriberg, 2009). Moreover, research on foreign language anxiety and oral proficiency in blended and fully online language classes is still scarce. The present study drawing on mixed-methods design aimed to investigate the effect of facilitative strategies such as virtual feedback, positive self-talk and relaxation techniques on speaking performance and anxiety among EFL learners at a remote learning situation. Meanwhile, learners’ attitudes towards their speaking abilities, anxiety and using facilitative strategies as well as the effectiveness of such strategies in improving their speaking performance and reducing anxiety were gathered by a semi-structured interview. Ninety-three undergraduate students from the University of Zanjan, Iran participated in the study, and were assigned as the experimental group because of the quasi-experimental pre-test post-test design. The instruments consisted of Oxford Placement Test (OPT), a pre- and post- Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire, a pre- and post- speaking performance rubric, as well as semi-structured interviews. During a six-week intervention period virtual collaboration activities, instruction in cognitive restructuring and relaxation practices were implemented. Quantitative pre-post analyses measured pedagogic outcome, while interviews captured attitudes. Data were analyzed through descriptive and inferential statistics including paired-samples t-tests and thematic analysis (TA). The results indicated that interventions such as virtual collaboration, positive self-talk, and relaxation techniques had a positive effect on EFL learners' speaking performance and anxiety during remote learning. The analysis of the results of the interviews implied that participants held positive attitudes towards their own speaking abilities and anxiety levels during remote learning. They also approved adopting facilitative strategies to manage their target language anxiety, as they largely believed such strategies could effectively enhance their speaking skills.