<![CDATA[Speaking is a central component of English language learning because it requires learners to use linguistic resources while expressing meaning in real time. In English as a foreign language (EFL) settings, teachers therefore need to provide speaking activities that combine opportunities for communication with appropriate linguistic support. This study aimed to identify the speaking instruction techniques used by an English teacher in an Islamic boarding school. A descriptive qualitative approach with a case study design was employed at Ma’had Bakkah Putri, Banjarbaru, South Kalimantan, Indonesia. The data relevant to the research question were obtained from one classroom observation, a semi-structured interview with one English teacher, and supporting documentation. The data were analyzed through data reduction, coding, categorization, data display, and conclusion drawing and verification. The findings identified four main speaking instruction techniques: discussion, pronunciation and vocabulary practice, corrective feedback, and presentation. Discussion emerged as the primary technique because it provided opportunities for students to exchange ideas and use English interactively. Pronunciation and vocabulary practice functioned as linguistic preparation, corrective feedback addressed problems in pronunciation, vocabulary, and grammar, and presentation provided opportunities for organized oral production. The teacher combined the techniques according to the activity and students’ language needs rather than relying on a single technique. The study provides a context-specific description of classroom speaking instruction in an Islamic boarding school.]]>
