<![CDATA[Technology is full of opportunities to facilitate EFL speaking skills, but how students implement them and the challenges they meet have not been well examined in Indonesian higher education context. This research investigated which technologies the fifth semester English Department students used to practice speaking, what problems they experienced, and what strategies they suggested. The descriptive qualitative research design was utilized. Thirteen purposively chosen participants from two Indonesian universities of Pekanbaru filled out a qualitative open-ended questionnaire consisting of ten questions. The analysis was conducted according to Braun & Clarke’s (2006) six-stage thematic framework and self-determination theory served as the theoretical framework. These results suggest that the usage of technology is self-directed and occurs mostly outside class, using online video, generative AI chatbots, language learning and translation apps, and social media platforms primarily to listen, imitate and practice pronunciation and vocabulary; real-time speech production with other individuals is not common. Four major barriers were identified: technical and infrastructural barriers, including unstable internet connection mentioned by all participants; lack of interaction and feedback; motivational and affective barriers, primarily boredom and loneliness while studying on one’s own; and digital literacy and selection of content barriers. Participants stressed the need for lecturers’ assistance and recommendations for application use, more speaking activities, prompt feedback, and stable internet connection. This research indicates that the successful integration of technology calls for pedagogical guidance of practice, institutional support in access to technology, improvement of digital literacy, and motivation of learners.]]>
