IS LEARNING TO SPEAKING ENGLISH DIFFICULT? AN EXPLORATION OF EFL STUDENTS’ CHALLENGES, CONTRIBUTING FACTORS, AND STRATEGIES

Alif Rama Putra Septian, Febti Ismiatun, M. Faruq Ubaidillah

Abstract


This study explores the challenges, contributing factors, and strategies employed by English as a Foreign Language (EFL) students in speaking English. Recognizing the vital role of speaking in a globalized world, the research investigates the difficulties EFL learners face due to linguistic, psychological, and sociocultural factors. This study utilized a descriptive qualitative design and involved four sixth-semester EFL students from a private university in Malang, Indonesia. All the data were collected through semi-structured interviews, allowing for in-depth insights into participants' experiences. This study identified key challenges faced by EFL students in speaking English, notably anxiety, limited vocabulary, and pronunciation difficulties—often influenced by their native language. Despite these obstacles, students apply self-directed strategies such as using mobile apps, engaging with English through social media, and practicing via self-recordings and peer interactions. The findings emphasize the importance of consistent practice, supportive learning environments, and personalized instruction in enhancing speaking confidence and fluency. These insights offer practical guidance for educators in designing effective teaching approaches and for students in selecting suitable learning strategies.

Key words: Speaking challenges, factors, EFL learners, language learning strategies, language anxiety.


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