Barriers to English-Speaking Proficiency Among Indonesian EFL Learners

Abstract

This study investigates the multifaceted challenges faced by EFL students in developing English-speaking proficiency within the Indonesian higher education context. Focusing on third-semester students at Universitas Negeri Gorontalo, the research identifies three major speaking problem categories: linguistic, psychological, and socio-environmental. Using a qualitative descriptive design and semi-structured interviews with 18 low-performing students, the study explores the underlying causes of their difficulties. Thematic analysis revealed interrelated issues such as limited vocabulary, grammar and pronunciation errors, speaking anxiety, low self-confidence, fear of judgment, lack of English exposure, peer discouragement, and teacher-centered instruction. These barriers often overlap and reinforce one another, creating a complex web that inhibits oral performance. The findings suggest that effective solutions require integrated pedagogical strategies that address not only linguistic competence but also students' emotional well-being and environmental support systems. Creating a safe and interactive classroom atmosphere, providing authentic opportunities for language use, and cultivating resilience are essential to helping learners overcome their fear and develop confidence in English communication