Exploring Experienced EFL Teachers’ Beliefs about Speaking Tasks to Foster Speaking Skills

Adelia Vananda; Budi Setyono; Siti Masrifatul Fitriyah

doi:10.21580/vjv13i227855

Authors

Adelia Vananda Universitas Jember, Jember Regency, East Java , Indonesia
Budi Setyono Universitas Jember, Jember Regency, East Java , Indonesia https://orcid.org/0000-0001-5810-0600
Siti Masrifatul Fitriyah Universitas Jember, Jember Regency, East Java , Indonesia https://orcid.org/0000-0002-1394-5447

DOI:

https://doi.org/10.21580/vjv13i227855

Keywords:

teacher beliefs, speaking tasks, EFL speaking instruction, belief–practice relationship, senior high school

Abstract

This study explored the beliefs of experienced English as a Foreign Language (EFL) teachers regarding speaking tasks, revealing a lack of focus in existing research on such beliefs. Conducted in an Indonesian senior high school, the research involved two purposively selected teachers and utilized semi-structured interviews and non-participant observations for data collection. Six key beliefs were identified: speaking tasks should encourage participation, highlight the importance of speaking instruction, create communicative contexts, support performance-based classrooms, use authentic materials, and promote cooperative learning. Affective conditions were found to be prioritized over linguistic demands. Observations confirmed all beliefs except the endorsement of competition, which was stated during interviews but not reflected in practice. The findings suggest that teacher education should incorporate affective reasoning in task selection and indicate a need for further research on the impact of deferring accuracy in EFL instruction.

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