The research proposes a combination of quantitative and qualitative methodologies. A quantitative approach involves using a questionnaire with 11 questions, allowing for systematic data collection on psychological barriers to speaking English. A qualitative approach uses interviews to gain deeper insights into students' experiences and strategies to overcome these challenges. These methods are suitable because they provide comprehensive data and insights into the problem, minimizing errors and allowing for practical, explicit understanding .

Questionnaires play a crucial role in identifying psychological barriers by systematically gathering data on students' self-perceived obstacles, such as anxiety and confidence issues. The strengths of using them include ease of data collection and analysis, while limitations involve potential biases in self-reporting and lack of depth in understanding individual experiences .

Speaking is classified as a 'productive skill' because it involves active generation of language rather than passive reception. This classification means that teaching methodologies must focus on encouraging students to produce language actively through discussions, presentations, and real-world communication practice, rather than solely on comprehension and absorption .

The focus on English benefits students by equipping them with skills necessary for global communication, enhancing career prospects in multinational companies, and facilitating access to scientific, technological, and cultural resources. However, the heavy emphasis on English can lead to neglect of local languages and cultures, potentially causing a loss of linguistic diversity and identity .

University students face several challenges in learning to speak English effectively. These include limited exposure to the language outside the classroom and insufficient motivation to practice speaking, which are compounded by psychological barriers like anxiety and lack of confidence. This impacts their ability to communicate in international contexts, as English is essential for international communication, science, media, and tourism .

Psychological factors identified as barriers include anxiety, lack of confidence, and lack of encouragement. These factors inhibit students from practicing spoken English, limiting their exposure and experience in real-life communication scenarios. This in turn slows down their language acquisition, as practical usage is critical for developing fluency and communicative competence .

The trend of integration and globalization increases the perceived importance of learning English among university students, as it is widely recognized as the language of international communication, science, internet, and media. This broadens their job prospects both domestically and internationally, making English proficiency crucial for students to compete effectively in a globalized economy .

Limited classroom time for practicing English speaking poses significant challenges for students' language proficiency development, as it reduces opportunities for active language production and feedback. Students may struggle to achieve fluency and confidence without enough practice, impacting their ability to effectively use English in real-world situations .

Integrating qualitative interview data with quantitative questionnaires provides a holistic understanding by combining broad patterns with in-depth personal insights. While questionnaires identify common barriers and trends, interviews reveal underlying reasons, personal strategies, and contextual details, creating a comprehensive picture of the challenges students face .

Qualitative data from interviews can enhance understanding by providing in-depth insights into students' personal experiences, feelings, and coping strategies. Unlike quantitative data, which provides numerical trends and general patterns, interviews can reveal nuanced information and contextual factors influencing language learning challenges, offering richer and more practical knowledge .