<![CDATA[This research aims to identify and describe the specific obstacles encountered by English Language Education students at Gorontalo State University (UNG) in developing their speaking proficiency. The study employed a qualitative approach, utilizing questionnaires (Likert scale) and semi-structured interviews with 4th-semester students. The findings revealed that students face multi-faceted challenges categorized into Linguistic, Personal, Environmental, and Social problems. The dominant obstacles were Linguistic Problems (81% agreement), driven primarily by Mother Tongue Interference and difficulties in choosing appropriate words and maintaining fluency. Personal Problems (70.4%), particularly anxiety and hesitation, were also highly significant, hindering active participation due to the fear of negative evaluation. Environmental Problems (77.4%) highlighted issues with the Teaching Method and limited opportunities for spontaneous speaking practice. Social Problems (67.9%) centered on the fear of committing mistakes and criticism from peers. The research concludes that speaking challenges in this context stem from a strong interplay between linguistic deficits and affective factors. Therefore, effective intervention must address both vocabulary/grammar mastery and psychological support by creating a highly communicative and anxiety-reducing learning environment.]]>
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