AN EXPLORATION OF EFL SPEAKING CHALLENGES FROM THE PERSPECTIVE OF PARTICIPANTS OUTSIDE THE SCHOOL ENVIRONMENT

Abstract

This study investigates the challenges English as a Foreign Language (EFL) learners face when speaking English outside of a formal school environment. It delves into internal and external factors contributing to these challenges, aiming to offer a comprehensive understanding and actionable solutions. The findings reveal significant internal barriers. Psychological factors play a crucial role, with 50% of respondents reporting nervousness when speaking in front of others and 58.3% feeling embarrassed or lacking confidence if corrected. This highlights how anxiety and self-doubt can impede communication despite a genuine interest in the language. Linguistic challenges are also prominent: 58.3% found English pronunciation difficult, 50% struggled with sentence structuring, and 41.7% acknowledged vocabulary limitations affecting their speaking ability. These linguistic hurdles directly impact learners' capacity to express themselves effectively. External factors further exacerbate these issues. A notable 41.7% of respondents felt their environment was unsupportive for English practice, and 83.3% reported only occasional English speaking, indicating a severe lack of consistent practice opportunities. Additionally, 33.3% attributed their difficulties to insufficient teacher guidance during their schooling, and 58.3% struggled to find English conversation partners. Despite these obstacles, learners demonstrate remarkable resilience, actively leveraging technology such as videos, language applications, and subtitled media. Self-directed practice, including speaking to oneself and mimicking native speakers, also emerged as a vital strategy. In conclusion, overcoming EFL speaking challenges necessitates a holistic approach addressing emotional and practical constraints. Recommendations include fostering supportive community-based learning environments, integrating technology for independent study, promoting collaborative learning, and implementing confidence-building interventions. Teacher training should also emphasize strategies for motivating reluctant speakers. By adopting these measures, stakeholders can create more conducive environments, significantly enhancing learners' confidence and proficiency in real-world English communication.