<![CDATA[Speaking is one of the most important skills in English as a Foreign Language (EFL) learning, yet many students still encounter difficulties in oral communication. This study aims to investigate the speaking difficulties experienced by English Education students at Bumi Persada University, identify the factors contributing to these difficulties, and explore possible strategies to overcome them. A qualitative descriptive research design was employed involving ten first-semester students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and questionnaires. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data reduction, data display, and conclusion drawing. The findings revealed that students experienced several speaking difficulties, including limited vocabulary, inaccurate pronunciation, grammatical problems, low self-confidence, and speaking anxiety. These difficulties were influenced by both linguistic and non-linguistic factors, such as fear of making mistakes, lack of motivation, limited opportunities for speaking practice, teacher-centered instruction, insufficient lecturer feedback, and negative peer evaluation. To address these challenges, students suggested creating a supportive classroom environment, implementing interactive learning activities, increasing opportunities for speaking practice, and providing constructive feedback. The findings indicate that improving students’ speaking ability requires not only stronger linguistic competence but also learner-centered teaching practices that foster confidence, motivation, and active participation. This study provides practical insights for English lecturers in designing more effective speaking instruction and contributes to a better understanding of speaking difficulties among Indonesian EFL university students.]]>
