Speaking is a useful language ability that allows speakers and listeners to engage in oral communication for the purpose of transferring and sharing information and developing long-term relationships. English is one of those languages that has the global demand for learners from varied L1 origins at all levels of communication. However, ESL students' developing speaking skills are always regarded as complex and challenging, requiring a great deal of effort to maintain. This article presents a comprehensive overview of published studies of the challenges of ESL learners speaking English from 2014 to 2021 in the Malaysian classroom. This systemic review addresses two questions of research, i.e., what are the challenges faced by ESL learners in Malaysia to speak English and what are the effective strategies to overcome the speaking challenges among the ESL learners? A total of fifteen studies were reviewed in depth. The findings show that ESL students experience both internal and external challenges to speaking English. The findings also reveal useful strategies for overcoming learners' difficulties in speaking the language. The limitations of previous studies were examined in greater depth, as well as future research and practice directions.The study may provide useful information for ESL teachers, English supervisors, administrators, Ministry of Education officials, and, most importantly, learners in the development of speaking abilities.

One of the most crucial elements of learning English is the ability to communicate effectively. It helps the user to convey information orally in a way that listeners can comprehend. It is important to communicate successfully in this global environment and speaking is considered the most critical of the four language skills. The focus of this study is to identify the highly utilized language learning strategies (LLS) among Form 4 ESL learners to improve their speaking skills. 60 students were selected using the purposive sampling method with ages ranging from sixteen to seventeen years old. Oxford (1990) Strategy Inventory for Language Learning (SILL) Version 7.0 was used as the basis of the questionnaire. The modified version consisted of 36 statements on a Likert scale of 1 to 5. The mean and percentages of each strategy was analysed using SPSS Version 26. The results revealed that metacognitive strategy is the highly used LLS, while the memory related strategy is the minimally used LLS among upper secondary ESL learners in improving their speaking skills. These findings provide useful information for other researchers who are interested in analysing the language learning strategies used by students to improve their speaking skills.

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