Perceived problems and challenges in English language speaking practice: taking a Chinese junior high school as an example

English, as a global language, plays a crucial role in international communication and student development. Spoken English is a vital aspect of English learning, significantly influencing students’ future careers and academics. However, in the context of exam-oriented education, speaking instruction often holds a lower status than reading, writing, and listening in Chinese junior high schools. This qualitative case study addresses this issue by conducting semi-structured interviews with 10 English teachers and 10 ninth-grade students from a junior high school in Shaanxi province. Data were analyzed using thematic analysis. The findings identify exam-oriented education, large class sizes, and insufficient teacher training as primary reasons for the lack of practice. Teachers face key challenges in allocating instructional time and developing effective assessment strategies. In response, participants suggested practical pedagogical approaches, including task-based activities and the use of digital resources. These insights provide valuable implications for educators and policymakers seeking to enhance oral English instruction in similar contexts.