This study analyzes the perspectives of teachers as well as learners regarding
the elements that influence the oral fluency of students majoring in English at
university levels. In addition to this, it investigates the evaluations made by EFL
teachers regarding the probable factors that could affect the speaking fluency of EFL
students. The study was a mixed-method sequential explanatory model (Creswell &
Clark, 2007). Using a questionnaire consisting of 32 questions, data were gathered
from 115 EFL students and 45 EFL teachers studying and teaching at universities in
Vietnam. Six in-depth interviews with a semi-structured format were carried out. The
findings revealed that both EFL teachers and students were knowledgeable about
factors contributing to the speaking fluency of EFL students. To be more specific, they
were almost unanimous in their opinion that instructional and motivational elements
are among the most influential ones, but task type was the factor that had the least
amount of impact. Their comments, on the other hand, did not completely and
accurately reflect their perceptions. EFL teachers displayed positive opinions
regarding instructional aspects, despite the fact that they put forth a lot of effort to
improve their teaching methodology. On the one hand, the evaluations of the students
were affected by effective factors, among which motivational and instructional factors
were among the most prominent. From the findings, methodological and pedagogical
implications are made for improvements to LOF in teaching and learning EFL in
higher education.