In this globalised world, there is an increasing need for advanced English users with excellent speaking proficiency. However, due to various reasons such as the washback effect of the current language testing systems, English speaking is a crucial yet overlooked skill among the four language skills (listening, reading, writing, and speaking) in many language learning classrooms. With the blurring boundary between the physical and virtual worlds, technology-enhanced language learning beyond the traditional classroom is being encouraged in pedagogy but still underexplored in academic studies. To this end, the short paper explores some obstacles of Chinese EFL learners’ use of voice messaging in a mobile learning community. By analyzing data from student interviews and a teacher’s journal, results showed that our participants faced speaking anxiety, including the self-consciousness of their accents and embarrassment. From the ecological and ethnographic perspectives, the study made an attempt to uncover some of the hidden challenges that Chinese EFL learners faced in sending English voice messages. Implications and recommendations for textbook design, teacher training, assessment reform and student learning will be discussed at the end of this paper.