Learning ecology (LE) is considered a practical part of language learning, particularly speaking skills. Understanding ecological perspectives assists students in practicing speaking and other language skills better. The significance of learning ecology, this study investigates EFL instructors' perspectives on LE to boost students' speaking skills using a microsystem viewpoint of Bronfenbrenner's Bioecological Model (BBM). The study stresses the gap in understanding the key role of teachers' learning ecology perspectives in improving students' English-speaking skills. This study applied a qualitative research methodology with a phenomenological design to study teachers' perceptions of LE. Data was collected through semi-structured interviews with EFL Instructors in Indonesia with a triangulation of data sources to ensure validity and reliability. Thematic analysis was used to search for reoccurring themes. The findings contribute to our understanding of how teachers may construct a learning environment that fosters the development of EFL learners' speaking skills, influenced by BBM’s microsystem layer.