<![CDATA[This study addresses the need for sustained English-speaking practice among university students learning English as a foreign language by investigating the implementation of an English-speaking-zone setting and its perceived contribution to speaking fluency in an English Conversation II course at a private university in Pontianak, Indonesia. Employing a qualitative narrative inquiry design, the study involved twenty second-semester students from the English Language and Culture Study Program selected through total population sampling. Data were collected through classroom observations, in-depth interviews, and documentation, and analyzed using thematic narrative analysis involving data reduction, data display, and conclusion drawing. The findings revealed three interconnected stages of implementation: planning, action, and evaluation. Language regulations, teacher supervision, peer support, and language-supporting activities encouraged regular English use, while students reported improvements in vocabulary, pronunciation, grammatical control, and speaking confidence. Nevertheless, limited vocabulary, fear of making mistakes, hesitation, inconsistent use of English, and insufficiently systematic evaluation remained persistent challenges. The study concludes that an English-speaking-zone setting can provide a supportive environment for sustained speaking practice when reinforced by continuous supervision, meaningful communicative opportunities, and systematic evaluation.]]>
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