Teaching English language skills is crucial in educational sectors due to the increasing demand for English language proficiency. However, English language teachers often face obstacles and problems in this process, necessitating appropriate training and teaching strategies. While there are numerous studies on teaching English speaking, few have been conducted in Myanmar that deal with teachers' experiences. This qualitative descriptive phenomenology study aims to uncover the challenges faced by non-native English language teachers in teaching English speaking. The study focused on the challenges English teachers faced and explored the strategies they employ in teaching the English language. The research delved into the multifaceted experiences of ten non-native English teachers, who were selected using a purposive sampling method. A semi-structured method was used during interviews and focus group sessions to collect in-depth participants' data. Data analysis of individual participants indicated that each teacher had a unique experience. The findings from the thematic analysis show common issues teachers dealt with, such as language barriers, overcrowded classrooms, lack of teaching resources, stresses over new curriculum changes, and the need to support from the school. These findings are significant as they show the experiences of Myanmar English teachers and provide important lessons for improving English language teaching in the country. Additionally, this research found that teachers focus more on traditional teaching approaches than interactive approaches. These findings can be helpful for schools in addressing the problems teachers face and enhancing the quality of teaching in local and international iv schools in Myanmar. Future studies will expand this study to other schools in Myanmar to explore the experiences of other non-native English teachers in teaching the English language.
