Abstract
Abstract The objective of this study is to determine the influential factors contributing to the College students’ English speaking inability. Speaking inability is roughly defined as the inability to speak the target language accurately and fluently. Data for this research were collected through a survey of openended questions and two structured interviews. The conclusions tend to support the role of attitudinal factors in foreign language learning. Another conclusion is that the more the student remains engaged in speaking the greater the opportunity to develop his skill. The recommendations include helping and stimulating both the teacher and the learner to develop a positive attitude towards speaking, to obligatorily speak the target language in and out of the class, to use a variety of techniques to promote the speaking ability, and to lay greater emphasis on communication courses rather than literature courses in the curriculum of the target language.
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