Exploring student engagement in speaking lessons: A case study of english language course

Ramadhan, Raihan (2026) Exploring student engagement in speaking lessons: A case study of english language course. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Student engagement in speaking lessons has become a central focus in English as a Foreign Language (EFL) instruction, as it plays a vital role in developing students communicative competence. However, engagement levels often vary among students with different proficiency levels, influenced by teaching strategies, learner characteristics, and classroom conditions. This study aims to explore how teachers create engaging speaking lessons, how engagement levels differ between high- and lower-proficiency students, and what factors influence students’ participation during speaking activities in an English language course. This study employs a descriptive qualitative design using a case study approach with classroom observations, semi-structured interviews, and supporting questionnaires. The participants included an English course instructor and students with varying levels of English proficiency, divided into high- and low-proficiency groups. Data were analyzed using thematic analysis to identify patterns of teaching strategies, engagement behaviors, and influencing factors across cognitive, behavioral, and emotional dimensions. The findings reveal three key insights: (1) teachers implement diverse instructional strategies such as role play, group discussions, storytelling, information-gap tasks, scaffolding, and digital media to enhance engagement and support both high- and low-proficiency student; (2) high-proficiency students display more substantial confidence, responsiveness, and sustained participation, while low-proficiency students tend to experience hesitation, speaking anxiety, and limited vocabulary, resulting in lower behavioral and emotional engagement; and (3) students’ engagement is influenced by topic relevance, classroom atmosphere, teacher feedback style, and the integration of technological tools that help student visualize and practice language more effectively. In conclusion, supportive teaching practices and relatable speaking tasks significantly improve engagement among student with different proficiency levels. variations in proficiency and learning needs shape how students engage in speaking lessons. This study highlights the importance of applying differentiated teaching strategies and creating an encouraging learning environment to promote active, confident, and meaningful participation in EFL speaking classrooms.

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