Overcoming Speaking Challenges: A Study on First-Year English Education Students at Maritim Raja Ali Haji University

Abstract

Speaking is widely acknowledged as one of the most challenging skills for learners of English as a Foreign Language (EFL), particularly for first-year university students. This study investigates the internal and external factors contributing to speaking difficulties among first-year English Education students at Universitas Maritim Raja Ali Haji (UMRAH). Employing a quantitative descriptive research design, data were collected from 69 students through a structured questionnaire consisting of fifteen items measuring psychological, linguistic, and environmental factors affecting speaking performance. The analytical framework is grounded in Krashen’s Affective Filter Hypothesis and the Communicative Competence model proposed by Canale and Swain. Descriptive statistical analysis using mean scores revealed that internal factors exert a stronger influence on students’ speaking difficulties than external factors. Fear of making grammatical mistakes emerged as the most dominant internal barrier, followed by limited vocabulary and social pressure when speaking in front of peers. External factors, such as limited English use in classroom interactions and insufficient opportunities for speaking practice, were found to have a moderate impact, while lecturer-related demotivation was perceived as minimal. These findings suggest that students’ speaking challenges are primarily rooted in psychological and linguistic constraints rather than instructional discouragement. The study underscores the importance of creating psychologically safe and supportive learning environments, as well as providing frequent, low-anxiety speaking opportunities to enhance students’ confidence and oral proficiency in EFL classrooms.