Exploring EFL Students’ Experiences of Learning Intensity in Speaking Practice

Zhaqila, Dita Aisyah (2026) Exploring EFL Students’ Experiences of Learning Intensity in Speaking Practice. Exploring EFL Students’ Experiences of Learning Intensity in Speaking Practice, 24 (2). pp. 823-836. ISSN 2598-8735

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Abstract

This study explores how junior secondary EFL students experience
learning intensity during speaking practice in the English Time program at
MTsN 1 Probolinggo, Indonesia. Rather than treating intensity as task
frequency or duration, the study conceptualizes it as a multidimensional
experience shaped by cognitive effort, emotional pressure, social visibility,
and strategic regulation. Using a qualitative case study design, data were
collected over four weeks through classroom observations, semi-
structured interviews with six focal participants, students’ reflective
journals, and researcher memos. The data were analyzed using reflexive
thematic analysis. Four interrelated themes emerged. First, public
performance intensified speaking practice because students felt exposed
to peer gaze, teacher evaluation, and possible public mistakes. Second,
cognitive overload occurred when students treated speaking as a fixed
sequence of accurate words and sentences, while learners who used ideas
and keywords showed greater flexibility. Third, intensity was emotionally
framed either as a threat or as a productive challenge, depending on
students’ confidence and perceived classroom safety. Fourth,
memorization functioned as the dominant regulation strategy. Full-script
memorization reduced anxiety and prevented silence, but it also limited
spontaneity when students forgot part of the script. In contrast, keyword-
based preparation supported more flexible communication. This study
extends EFL speaking, engagement, and willingness-to-communicate
research by positioning learning intensity as a socially mediated,
cognitively negotiated, emotionally filtered, and strategically managed
classroom experience. Pedagogically, the findings suggest that speaking
activities should be challenging yet emotionally safe, gradually guiding
students from rigid memorization toward keyword planning, guided
paraphrasing, peer-supported rehearsal, and spontaneous
communication.

Item Type:	Article
Subjects:	L Education > LB Theory and practice of education P Language and Literature > PE English
Divisions:	Fakultas Sosial dan Humaniora > S1 Pendidikan Bahasa Inggris
Depositing User:	Unnamed user with email akuemgimut@gmail.com
Date Deposited:	23 Oct 2026 00:41
Last Modified:	23 Oct 2026 00:41
URI:	https://repository.unuja.ac.id/id/eprint/5693

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