The way in which adults learn is distinctive to how children learn, hence Andragogy differs from Pedagogy and so do the implications. Although several studies have attempted to discuss the andragogy and its principles, only few studies investigate its implementation and the practical guidance on how to employ each characteristic in the teaching and learning process. To fill this void, this paper reviews the concept of andragogy and highlights its six characteristics: self-concept, experiences, readiness to learn, motivation, need to know, and problem-centred learning. Employing a narrative review of 18 journal articles from reputable international journals, the study’s findings suggest that the six characteristics/principles of andragogy are applicable in designing teaching and learning materials, teaching activities, and assignments enacted by teachers. Future research is encouraged to delve into the practice of the six characteristics of andragogy in the teaching of English as a foreign language. The differences between adults and children learning and directions for further research in teaching English as a Foreign Language (EFL) is also discussed at the end of study.

This study aims to explore the problems encountered by EFL secondary students in learning speaking skills in the context of Islamic schools in Indonesia. The study employed a descriptive qualitative method and used observation, interview, and questionnaire as data collection instruments. The findings revealed that the problems encountered by students in speaking skills can be categorized into fourgroups: language problems, mental problems, personal problems, and education problems. Language problems included mother tongue interference, poor pronunciation, poor grammar, unnatural spoken English, slow speech, and limited vocabulary. Mental problems included nervousness, shame, low confidence, and lack of ideas. Personal problems consisted of attitude, laziness, environmental effects, and cultural gaps. Finally, education problems included the technique and method of teaching, facilities in teaching-learning, and limited use of media. The results of the study underscore the importance of speaking instruction for EFL learners and the need for teachers and researchers to consider language learners' speaking needs in the context of teaching and learning English. This study contributes to the ongoing discussion on EFL speaking instruction and provides implications for teachers and researchers in designing effective language teaching programs.