Since its conception as a situation-specific construct, foreign language anxiety has been extensively investigated and expanded to account for the complex nature of language learning and teaching. This study aims to identify the underlying dimensions of beliefs about target language use, motivation, and the frequency of target language use. It also seeks to explore the extent of their impacts on the language use anxiety among Cambodian university students. Based on a survey of 129 students in two departments, the study revealed that three main factors (i.e., beliefs about the student's use of target language, the frequency of target language use in formal contexts, and the frequency of target language use in informal contexts) significantly predicted the language use anxiety among the students. Implications for classroom instruction and suggestions for future research are discussed.