<![CDATA[Speaking confidence is widely recognized as a crucial component of effective English communication, yet many intermediate-level students remain passive and hesitant to engage in speaking activities. This study investigates the implementation of social expression-based strategies such as greetings, expressions of agreement, and polite requests as an affective approach to fostering greater confidence in speaking English, employing a descriptive qualitative design that incorporated classroom observations and semi-structured interviews. The findings highlight that interactive methods, including role-play, group discussions, and peer-to-peer exchanges, significantly encourage active participation. Teacher modeling played a pivotal role in demonstrating appropriate language use and fostering a supportive atmosphere where students felt safe to experiment with spoken English. As a result, students who had previously been reluctant to speak became noticeably more engaged, contributing more frequently to classroom discussions. The study underscores that descriptive qualitative research is highly effective in capturing the subtle emotional and social dynamics of the speaking classroom, offering practical insights for educators seeking to design activities that nurture speaking confidence in English learners.]]>
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