This study examines the kinds of speech acts that are performed by EFL learners at "Kampung Inggris", Kediri, Indonesia and the reasons behind them. The Speech Act Theory put forward by Austin (1962) and Searle (1969) emphasizes locutionary acts, where five categories of speech acts (i.e. directive, expressive, declarative, assertive, and commissive) are the focus of investigation. This study selected 75 students and 12 teachers for its sample. Advanced-level proficiency students were observed in four settings: a classroom, a café, in the temple, and an English base camp. The results show how pragmatic forces manifest in directives (e.g. commands, requests, advice) at 35.3%, expressives (e.g. greetings, thanks, and congratulations) at 25.9%, declaratives (e.g. baptising someone, pronouncing someone guilty) at 13.9%, assertives (e.g. statements, explanations) at 12.9%, and commissives (e.g. promises, threats, and agreements) at 12%. The problems students experienced with speech acts concerned the modeling of speech acts, a lack of competence with performing various speech acts, poor strategies for selecting and using a certain speech act, and less exposure to, and awareness of, using pragmatic competence.