Challenges faced by EFL students at a university in Vietnam in developing English speaking skills and pedagogical strategies used by instructors

English speaking proficiency is crucial for academic and professional success, yet many EFL students at Thu Dau Mot University (TDMU) face significant challenges in developing their speaking skills. The current study investigates the primary obstacles encountered by TDMU students and evaluates the pedagogical strategies employed by instructors to address these difficulties. Adopting a mixed-methods approach, data were collected through surveys, interviews, and classroom observations involving both students and instructors. The findings highlight critical challenges, including language anxiety, limited vocabulary and grammar knowledge, pronunciation difficulties, and inadequate speaking practice. Additionally, cultural factors were identified as contributing to students' reluctance to engage in speaking activities. To address these challenges, instructors have employed various pedagogical strategies, such as Task-Based Language Teaching (TBLT) and Communicative Language Teaching (CLT), to cultivate an interactive and supportive learning environment. The integration of technology, multimedia resources, and positive reinforcement has proven effective in enhancing students' confidence and speaking fluency. The present research advances EFL pedagogy by providing practical insights into alleviating speaking challenges and optimizing instructional strategies. The findings emphasize the importance of fostering a low-anxiety environment, encouraging student participation, and incorporating technology-driven solutions to enhance speaking proficiency. These recommendations can inform curriculum design and teaching practices at TDMU and other institutions facing similar challenges.