<![CDATA[While peer interaction is recognized in EFL learning, limited qualitative evidence explores how specific peer dynamics concurrently address affective and cognitive barriers in localized secondary contexts. This study investigated the peer interaction aspects influencing EFL students’ English speaking skills, particularly in mitigating speaking anxiety, vocabulary limitations, and scarce practice opportunities. Employing a qualitative case study design, the study focused on nine 11th-grade students in the English Specialization Program (Package F) at a senior high school in Bone Regency. Data were gathered through classroom observations and semi-structured interviews, followed by Miles, Huberman, and Saldaña’s qualitative data analysis. The findings revealed three interconnected aspects: interaction modes, academic support, and emotional comfort combined with interaction frequency. Uniquely, the study demonstrates that practice frequency is not a standalone variable but a direct outcome of affective comfort, where peer scaffolding reduces anxiety and fosters linguistic risk-taking. Academically, these findings extend Vygotsky’s Sociocultural Theory by mapping peer dynamics at a micro-level, proving that emotional safety is a prerequisite for cognitive-linguistic growth. Practically, educators are advised to strategically align student groupings based on sociometric closeness and structure communicative tasks with peer feedback to optimize both affective security and oral proficiency.]]>
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