Enhancing Speaking Proficiency and Learning Motivation through Integrated Active Learning Tasks in Secondary EFL Classrooms

Rampeng; Sujariati; Risman Wanci

doi:10.29408/veles.v10i1.32291

Authors

Rampeng Universitas Bosowa, Indonesia
Sujariati Universitas Muhammadiyah Makassar, Indonesia
Risman Wanci Universitas Palangka Raya, Indonesia

DOI:

https://doi.org/10.29408/veles.v10i1.32291

Keywords:

active learning tasks, speaking proficiency, learning motivation, task engagement, EFL speaking, communicative competence, secondary education

Abstract

Speaking proficiency in EFL classrooms requires more than linguistic knowledge; it depends on sustained opportunities for interaction, participation, and meaningful language use. This study investigated the effects of integrated active learning tasks on secondary students’ speaking proficiency and learning motivation in Indonesian EFL classrooms. Using a quasi-experimental sequential explanatory mixed-methods design, the study included 60 students from two state senior high schools in Makassar, Indonesia, who were divided into an experimental group and a control group. The experimental group received integrated active learning tasks, including role-plays, problem-solving discussions, peer interviews, project-based presentations, and reflective group activities. In contrast, the control group received conventional teacher-centered instruction. Data were collected through speaking pre- and post-tests, a motivation questionnaire, classroom observations, semi-structured interviews, and teaching materials. Quantitative data were analyzed using descriptive statistics, paired and independent-sample t-tests, effect sizes, and correlation analysis, while qualitative data were analyzed thematically. The findings showed that the experimental group achieved substantial improvement in speaking proficiency, particularly in fluency, vocabulary use, and overall performance. Motivation also increased significantly, with the strongest gains in task engagement and intrinsic motivation. Classroom observations and interviews revealed higher participation, more balanced peer collaboration, increased target-language use, and stronger reflective engagement. Positive correlations between motivation and speaking gains further indicated that students who became more motivated and engaged tended to show greater improvement in speaking. These findings suggest that integrated active learning tasks can transform speaking instruction from teacher-dominated performance practice into a more participatory, motivating, and communicative learning process.

References

Aalaei, N. (2017). The effect of using communicative language teaching on developing English speaking and listening skills of Iranian secondary school students. Journal of Applied Linguistics and Language Research, 4(8), 256–266.

Abdelmageed, N. A. T., & Omer, M. A. A. (2020). The effectiveness of using the communicative language teaching approach (CLT) in developing students’ speaking skills from teachers’ perceptions. European Journal of English Language Teaching, 5(3), 88–102. https://doi.org/10.46827/ejel.v0i0.3044

Adem, H., & Berkessa, M. (2022). A case study of EFL teachers’ practice of teaching speaking skills vis-à-vis the principles of Communicative Language Teaching (CLT). Cogent Education, 9(1). https://doi.org/10.1080/2331186x.2022.2087458

Ahmadi, N., & Kurniawan, E. (2020). Teachers’ questions in the Indonesian EFL classroom. JL3T (Journal of Linguistics, Literature, and Language Teaching), 6(1), 1–11. https://doi.org/10.32505/jl3t.v6i1.1355

Albino, G. (2017). Improving speaking fluency in a task-based language teaching approach: The case of EFL learners at PUNIV-Cazenga. SAGE Open, 7(2), 1–11. https://doi.org/10.1177/2158244017691077

Alqarni, N. (2021). Language learners’ willingness to communicate and speaking anxiety in online versus face-to-face learning contexts. International Journal of Learning, Teaching and Educational Research, 20(11), 57–77. https://doi.org/10.26803/ijlter.20.11.4

Alrabai, F. (2022). The role of mixed emotions in language learning and teaching: A positive psychology teacher intervention. System, 107, Article 102821. https://doi.org/10.1016/j.system.2022.102821

Alrayah, H. (2018). The effectiveness of cooperative learning activities in enhancing EFL learners’ fluency. English Language Teaching, 11(4), 21–31. https://doi.org/10.5539/elt.v11n4p21

Amiryousefi, M. (2018). Willingness to communicate, interest, motives to communicate with the instructor, and L2 speaking: A focus on the role of age and gender. Innovation in Language Learning and Teaching, 12(3), 221–234. https://doi.org/10.1080/17501229.2016.1170838

Andika, E. C. H., Fardhani, A. E., & Wahjuningsih, E. (2022). Factors affecting senior high school students’ willingness to communicate in English in the EFL classroom. EFL Education Journal, 9(1), 1–13. https://doi.org/10.19184/eej.v9i1.30717

Artunç, E. K., & Hart, D. O. (2019). Interactional competence in paired speaking tests: A study on proficiency-based pairings. System, 89, 102194. https://doi.org/10.1016/j.system.2019.102194

Aubrey, S., King, J., & Almukhaild, H. (2022). Language learner engagement during speaking tasks: A longitudinal study. RELC Journal, 53(3), 519–533. https://doi.org/10.1177/0033688220945418

Aulia, N. A. N., & Apoko, T. W. (2022). Self-confidence and speaking skills for lower secondary school students: A correlation study. JOLLT Journal of Languages and Language Teaching, 10(4), 551–560. https://doi.org/10.33394/jollt.v10i4.5641

Beshir, M., & Yigzaw, A. (2022). Students’ self-repair in EFL classroom interactions: Implications for classroom dynamics. Asian-Pacific Journal of Second and Foreign Language Education, 7(1), Article 26. https://doi.org/10.1186/s40862-022-00153-6

Botes, E., Dewaele, J.-M., & Greiff, S. (2020). The Foreign Language Classroom Anxiety Scale and academic achievement: An overview of the prevailing literature and a meta-analysis. Journal for the Psychology of Language Learning, 2(1), 26–56. https://doi.org/10.52598/jpll/2/1/3

Braun, V., & Clarke, V. (2006). “Using thematic analysis in psychology.” Qualitative Research in Psychology, 3(2), 77–101.

Brown, H. D., & Abeywickrama, P. (2019). Language assessment: Principles and classroom practices (3rd ed.). Pearson.

Cavanagh, A. J., Aragón, O. R., Chen, X., Couch, B. A., Durham, M. F., Bobrownicki, A., Hanauer, D. I., & Graham, M. J. (2016). Student buy-in to active learning in a college science course. CBE—Life Sciences Education, 15(4), ar76. https://doi.org/10.1187/cbe.16-07-0212

Chen, M.-R. A., & Hwang, G.-J. (2022). Effects of experiencing authentic contexts on English speaking performances, anxiety, and motivation of EFL students with different cognitive styles. Interactive Learning Environments, 30(9), 1619–1639. https://doi.org/10.1080/10494820.2020.1734626

Creswell, J. W., & Plano Clark, V. L. (2025). Designing and conducting mixed methods research (4th ed.). SAGE.

Dao, P. (2020). Effect of instruction in interaction strategies on learner engagement in peer interactions. System, 91, 102244. https://doi.org/10.1016/j.system.2020.102244

Dao, P. (2021). Effects of task goal orientation on learner engagement in task performance. International Review of Applied Linguistics in Language Teaching, 59(3), 315–334. https://doi.org/10.1515/iral-2018-0188

Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus the feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences of the United States of America, 116(39), 19251–19257. https://doi.org/10.1073/pnas.1821936116

Devira, M. (2020). Revisiting the implementation of active learning pedagogy in EFL classrooms. Studies in English Language and Education, 7(1), 223–236. https://doi.org/10.24815/siele.v7i1.15089

Dewaele, J.-M., & Pavelescu, L. M. (2021). The relationship between incommensurable emotions and willingness to communicate in English as a foreign language: A multiple case study. Innovation in Language Learning and Teaching, 15(1), 66–80. https://doi.org/10.1080/17501229.2019.1675667

Dignath, C., & Veenman, M. V. J. (2021). The role of direct strategy instruction and indirect activation of self-regulated learning—Evidence from classroom observation studies. Educational Psychology Review, 33(2), 489–533. https://doi.org/10.1007/s10648-020-09534-0

Dörnyei, Z., & Dewaele, J.-M. (2023). Questionnaires in second language research: Construction, administration, and processing. Routledge.

Field, A. (2024). Discovering statistics using IBM SPSS Statistics (6th ed.). SAGE.

Fulcher, G. (2010). Assessing speaking. Cambridge University Press.

Hidayati, A. N., Abdullah, F., Andriani, A., Rosmala, D., & Nurvianti, N. (2022). English speaking anxiety among Indonesian junior high school learners: In search of causes and solutions. Getsempena English Education Journal, 9(1), 53–63. https://doi.org/10.46244/geej.v9i1.1746

Huda, M., & Lubis, A. H. (2019). Exploring the implementation of student-centered learning in EFL classrooms: Perspectives from Islamic secondary-school teachers in Indonesia. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 3(2), 187–201. https://doi.org/10.21093/ijeltal.v3i2.147

Kunitz, S., Berggren, J., Haglind, M., & Löfquist, A. (2022). Getting Students to Talk: A Practice-Based Study on the design and Implementation of Problem-Solving Tasks in the EFL classroom. Languages, 7(2), 75. https://doi.org/10.3390/languages7020075

Lee, J. H. (2020). Relationships among students’ perceptions of native and non-native EFL teachers’ immediacy behaviours and credibility, and students’ willingness to communicate in class. Oxford Review of Education, 46(2), 153–168. https://doi.org/10.1080/03054985.2019.1642187

Lee, J. S. (2022). The role of grit and classroom enjoyment in EFL learners’ willingness to communicate. Journal of Multilingual and Multicultural Development, 43(5), 452–468. https://doi.org/10.1080/01434632.2020.1746319

Lee, J. S., & Drajati, N. A. (2019). Affective variables and informal digital learning of English: Keys to willingness to communicate in a second language. Australasian Journal of Educational Technology, 35(5), 168–182. https://doi.org/10.14742/ajet.5177

Leong, L.-M., & Ahmadi, S. M. (2017). An analysis of factors influencing learners’ English speaking skills. International Journal of Research in English Education, 2(1), 34–41. https://doi.org/10.18869/acadpub.ijree.2.1.34

Li, C., Dewaele, J.-M., Pawlak, M., & Kruk, M. (2022). Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688221111623

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.

Liu, S. (2022). Toward the role of L2 enjoyment in EFL students’ academic motivation and engagement. Frontiers in Psychology, 12, Article 822588. https://doi.org/10.3389/fpsyg.2021.822588

Lu, H.-W., Lee, J.-Y., & Lin, M.-H. (2019). Effects of authentic English-language videos on EFL students’ speaking anxiety. International Journal of Information and Education Technology, 9(6), 423–428. https://doi.org/10.18178/ijiet.2019.9.6.1239

Mackey, A., & Gass, S. M. (2015). Second language research: Methodology and design (2nd ed.). Routledge.

Minh, L. H., & Duong, N. T. T. (2023). Investigating EFL teachers’ perceptions of implementing active learning techniques in teaching speaking. European Journal of Foreign Language Teaching, 7(2). https://doi.org/10.46827/ejfl.v7i2.4795

Mohammed, A. M. K. A., & Al-Hassan, M. M. A. A. (2023). Effectiveness of implementing active learning strategies in enhancing EFL learners’ motivation, attitudes, aptitudes, and skills. Global Journal of Arts, Humanities and Social Sciences, 11(6), 79–87. https://doi.org/10.37745/gjahss.2013/vol11n67987

Mulyono, H., & Saskia, R. (2021). Affective variables contributing to Indonesian EFL students’ willingness to communicate within face-to-face and digital environments. Cogent Education, 8(1). https://doi.org/10.1080/2331186x.2021.1911282

Nasir, C., Yusuf, Y. Q., & Wardana, A. (2019). A qualitative study of teacher talk in an EFL classroom interaction in Aceh Tengah, Indonesia. Indonesian Journal of Applied Linguistics, 8(3), 525–535. https://doi.org/10.17509/ijal.v8i3.15251

Nasmilah, N. (2022). Teacher talk and learners’ learning styles in learning English over the pandemic era: A psycholinguistic study. Indonesian Research Journal in Education, 6(2), 305–322. https://doi.org/10.22437/irje.v6i2.20608

Nurhidayah, M. I., Kurniawati, N., & Nurwanti, D. I. (2021). A portrait of Indonesian EFL teacher talk and student talk in an international teaching practicum: a Thai classroom context. In Proceedings of the Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021) (pp. 436–447). Atlantis Press. https://doi.org/10.2991/assehr.k.211119.068

Opdal, P. A. (2022). To do or to listen? Student active learning vs. the lecture. Studies in Philosophy and Education, 41(1), 71–89. https://doi.org/10.1007/s11217-021-09796-3

Pawlak, M., Mystkowska-Wiertelak, A., & Bielak, J. (2016). Investigating the nature of classroom willingness to communicate (WTC): A micro-perspective. Language Teaching Research, 20(5), 654–671. https://doi.org/10.1177/1362168815609615

Phaisannan, T., Charttrakul, K., & Damnet, A. (2019). The CEFR-TBL in fostering Thai pre-service teachers’ English speaking ability using the peer interview task. Advances in Language and Literary Studies, 10(5), 10–19. https://doi.org/10.7575/aiac.alls.v.10n.5p.10

Rezai, A., Ahmadi, R., Ashkani, P., & Hosseini, G. H. (2025). Implementing an active learning approach to promote motivation, reduce anxiety, and shape positive attitudes: A case study of EFL learners. Acta Psychologica, 253, 104704. https://doi.org/10.1016/j.actpsy.2025.104704

Riswandi, D. (2018). The implementation of project-based learning to improve students’ speaking skills. International Journal of Language Teaching and Education, 2(1), 32–40. https://doi.org/10.22437/ijolte.v2i1.4609

Saiphet, P. (2018). The effects of active learning on Thai university students’ motivation to learn English. The International Journal of Interdisciplinary Educational Studies, 13(4), 37. https://doi.org/10.18848/2327-011X/CGP/v13i04/37-50

Saito, K., Dewaele, J.-M., Abe, M., & In’nami, Y. (2018). Motivation, emotion, learning experience, and second language comprehensibility development in classroom settings: A cross-sectional and longitudinal study. Language Learning, 68(3), 709–743. https://doi.org/10.1111/lang.12297

Sakka, W., Nasmilah, N., Khan, A., Mumu, S., & Hamidi, B. (2022). Interplay of teacher talk and Learners’ motivation in learning English: a Psycholinguistic study. Education Research International, 2022, 1–11. https://doi.org/10.1155/2022/9099268

Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton Mifflin.

Sidik, E. J. (2018). Representation of communicative competence in English language textbooks in Indonesia. Script Journal: Journal of Linguistic and English Teaching, 3(2), 92–110. https://doi.org/10.24903/sj.v3i2.201

Sippel, L. (2021). Maximizing the benefits of peer interaction: Form-focused instruction and peer feedback training. Language Teaching Research, 28(2), 413–439. https://doi.org/10.1177/13621688211004638

Sirisrimangkorn, L. (2021). Improving EFL undergraduate learners’ speaking skills through project-based learning using presentations. Advances in Language and Literary Studies, 12(3), 65–72. https://doi.org/10.7575/aiac.alls.v.12n.3.p.65

Sundari, H. (2017). Classroom interaction in teaching English as a foreign language at lower secondary schools in Indonesia. Advances in Language and Literary Studies, 8(6), 147–154. https://doi.org/10.7575/aiac.alls.v.8n.6p.147

Suryati, N. (2015). Classroom interaction strategies employed by English teachers at lower secondary schools. TEFLIN Journal, 26(2), 247–264. https://doi.org/10.15639/teflinjournal.v26i2/247-264

Syahida, A. A., Saehu, A., & Sundari, H. (2022). Instagram-mediated project-based learning in teaching speaking skills. Indonesian EFL Journal, 8(2), 187–196. https://doi.org/10.25134/ieflj.v8i2.6442

Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., Chambwe, N., Cintrón, D. L., Cooper, J. D., Dunster, G., Grummer, J. A., Hennessey, K., Hsiao, J., Iranon, N., Jones, L., II, Jordt, H., Keller, M., Lacey, M. E., Littlefield, C. E., ... Freeman, S. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences of the United States of America, 117(12), 6476–6483. https://doi.org/10.1073/pnas.1916903117

Tran, T. Q., & Duong, T. M. (2018). The effectiveness of the intercultural language communicative teaching model for EFL learners. Asian-Pacific Journal of Second and Foreign Language Education, 3(1). https://doi.org/10.1186/s40862-018-0048-0

van Batenburg, E. S. L., Oostdam, R. J., van Gelderen, A. J. S., Fukkink, R. G., & de Jong, N. H. (2019). Oral interaction in the EFL classroom: The effects of instructional focus and task type on learner affect. The Modern Language Journal, 103(1), 308–326. https://doi.org/10.1111/modl.12545

Waluyo, B., & Bakoko, R. (2022). Effects of affective variables and willingness to communicate on students’ English-speaking performance in Thailand. Studies in English Language and Education, 9(1), 45–61. https://doi.org/10.24815/siele.v9i1.21090

Wang, X. (2022). Enhancing Chinese EFL students’ academic engagement: The impact of L2 enjoyment and academic motivation. Frontiers in Psychology, 13, Article 914682. https://doi.org/10.3389/fpsyg.2022.914682

Winarto, E. R., & Aprianti, F. (2022). The realization of task-based language teaching to foster students’ speaking fluency in a vocational school context. English Review: Journal of English Education, 10(2), 509–520. https://doi.org/10.25134/erjee.v10i2.6251

Yahyazade, M., Moghaddam, M. M., & Attaran, A. (2014). Towards an interactive EFL class: using active learning strategies. International Journal of Modern Education and Computer Science, 6(5), 8–14. https://doi.org/10.5815/ijmecs.2014.05.02

Zhou, L., Xi, Y., & Lochtman, K. (2020). The relationship between second-language competence and willingness to communicate: the moderating effect of foreign-language anxiety. Journal of Multilingual and Multicultural Development, 44(2), 129–143. https://doi.org/10.1080/01434632.2020.1801697

Zhou, N. (2015). Oral participation in EFL classroom: Perspectives from the administrator, teachers, and learners at a Chinese university. System, 53, 35–46. https://doi.org/10.1016/j.system.2015.06.007