<![CDATA[This research investigates the impact of self-affirmation practices and teacher feedback on students' speaking skills in EFL classes, focusing on students in grades XI at two vocational high schools in Karawang, Indonesia. Using a qualitative case study design, this research identifies the self affirmation practices that students employed before participating in classroom speaking activities. It also examines how teacher feedback, both corrective and encouraging, shapes students' perceptions and performance. The findings highlighted the importance of integrating self-affirmation and effective feedback in EFL classrooms, as well as the need for teacher training to create a supportive learning environment. This study has implications for EFLeducators, curriculum developers, and policymakers, showing that psychological reinforcement in language teaching can address students' emotional needs, leading to improved speaking proficiency and confidence. ]]>
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