English Speaking Difficulties Faced By English Education Students From Rural Areas In Tadulako University

Abstract

Speaking proficiency is a fundamental component of English language learning; however, many English as a Foreign Language (EFL) students, particularly those from rural backgrounds, continue to experience considerable challenges in oral communication. This study aimed to investigate the speaking difficulties encountered by rural-background students in the English Education Study Program at Tadulako University and to identify the factors contributing to these difficulties. A qualitative research design was employed using semi-structured interviews with selected participants from rural areas. The collected data were analyzed through thematic analysis to identify recurring patterns and themes related to students’ speaking experiences. The findings revealed that participants experienced various linguistic difficulties, including limited vocabulary, grammatical inaccuracies, and pronunciation problems, which constrained their ability to communicate effectively in English. In addition, psychological factors such as low self-confidence, fear of making mistakes, and speaking anxiety, together with environmental factors including limited exposure to English and insufficient opportunities for authentic language practice, were found to intensify these challenges. The study concludes that speaking difficulties among rural-background students are shaped by the interaction of linguistic, psychological, and environmental factors. Therefore, English language instruction should incorporate supportive learning environments, confidence-building strategies, and meaningful communicative activities to promote students’ speaking proficiency and foster more effective oral communication skills.