This study aims to explore how an English as a foreign language (EFL) learner’s speaking anxiety is presented in a YouTube video. Primary data included a video showing how an EFL learner, born in Congo but raised in South Korea, completed her task in communicating with others in English in Itaewon and viewers’ comments on the video. Critical discourse analysis (CDA) and thematic analysis were used for the data analysis. Findings demonstrated that the learner explicitly showed her speaking anxiety through verbal language and nonverbal cues. Her speaking anxiety was also observed while she talked to the staff shooting the video. Moreover, in most comments, viewers seemed to show empathy to the learner in the video or feel entertained by her performance. However, a few viewers in their comments showed negative and critical views of the way the show deliberately portrayed her speaking anxiety. Thus, the EFL learner’s speaking anxiety is clearly presented and reproduced in the media, and interactive social media enables EFL learners to share their opinions more freely. This study discusses some pedagogical implications of using videos and social media for critical awareness of English learning and teaching.