The English language has an important standing in global communication, hence both oral and written English skills
are essential around the world. However, to many, speaking English seems to be a very challenging task. Since the
aim of English education is not only to develop knowledge of grammar and written skills but also to teach oral
English skills, this problem needs to be studied in order to remedy the situation. The aim of this study was to discover
if adult learners of English experience problems in speaking English, and if so, what types of problems and why. In
addition, especially in Finland, the interest in English language media has become stronger, hence it was an additional
aim to learn if this has created pressure for English studies and for what type of accent the learner should have.
The problems experienced in studying English as a foreign or second language have been studied somewhat, but the
problems that Finnish and Japanese learners, in particular, experience in speaking English should be studied more. In
this study, these problems were analysed according to second language acquisition theory, and the factors affecting
them were categorised in line with Moyer's (2004) classification. Previous research on attitudes towards speaking
English and English accents, for example Leppänen et al. (2009), was a background for comparison in discussing the
results, as was Garant's (2008) study that compared Finnish and Japanese English educational systems.
The data consists of interviews of Finnish and Japanese adult learners of English. A comparison of Finland and Japan
was seen as useful because of their differences in education systems and contacts with the English language. The
interviews were conducted with qualitative a methodology, and the questions touched upon previous and current
English studies, problems experienced in speaking English, and attitudes towards English accents. In the analysis
mainly qualitative methods were used, but quantitative methods were also used in the presentation of data.
Both Finns and Japanese saw speaking English as difficult. Reasons for this were, for example, their previous
education that had been too grammar oriented and theoretical, a late onset of learning, a fear of errors, a lack of
practice and experience, and social pressure. Overall, the factors that create problems were instruction and input
related, social and neurological. Accent was also an affecting factor: the standard models of English had a strong
standing in the attitudes of the informants, and the Finnish and the Japanese accents of English were disliked. The
informants with a higher education had stricter attitudes towards English accents. The difference between the two
countries was that Finns were more aware of English accents and wanted to speak in a British accent more often. The
Japanese had considerable difficulty with listening comprehension, which also affected speech. The reasons were e.g.
a lack of overall study of foreign languages and the current education system. Recognising the problems benefits both
the students and the teachers, and, based on the results, more practical and functional communication skills should be
emphasised in English education in order to attain better active oral skills. In addition, accents should be discussed