<![CDATA[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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