<![CDATA[This study study how reflective narratives written by undergraduate EFL teacher candidates about learning to speak English can be analysed through the transitivity system of Systemic Functional Linguistics (SFL). A descriptive qualitative case study design is specified for ten narratives and four supporting interviews from fifth-semester students of an English Education Study Program in Indonesia (2025–2026). Narratives are segmented into clauses and coded for process type, participant role, circumstance, and theme; a second coder re-codes a stratified 30% subset. In the illustrative corpus of 151 clauses, relational (24.5%), verbal (23.2%), and material (22.5%) processes were almost equally frequent, followed by mental (18.5%), behavioural (9.3%), and existential (2.0%) processes. Activities were construed mainly materially, cognition mentally, interaction verbally, and self-evaluation relationally, whereas emotion appeared more often as relational Attributes and behavioural responses than as mental processes. These figures illustrate the reporting procedure and must be re-established with authentic archived data before any empirical claim is made. The design suggests that analyses of learner affect should not rely on mental processes alone]]>
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