<![CDATA[Speaking tasks expose EFL learners to social judgement, yet lesson plans often document activities more clearly than the affective work that makes those activities possible. This qualitative intrinsic case study examined one English teacher in a private junior high school in Karawang, Indonesia, using a semi-structured interview, stimulated recall, two classroom observations, and lesson-plan analysis. Reflexive thematic analysis showed strong alignment between the teacher’s communicative beliefs and her enacted use of fluency-first instruction, collaborative projects, authentic digital media, and scaffolded presentations. However, anxiety management, private correction, strategic code-switching, peer emotional support, and adaptive pacing were enacted consistently but remained absent from the formal lesson plan. The study proposes tacit affective pedagogy to explain how teachers protect learners’ confidence during speaking tasks and argues that belief–practice alignment should include documentary visibility. Speaking lesson plans should therefore document affective scaffolding, feedback timing, language-choice triggers, and adaptive pacing.]]>
Copyrights © 2026
