EXPLORING EFL STUDENTS’ EMOTIONS DURING SPEAKING PRACTICE THROUGH INTERACTION IN COLLABORATIVE LEARNING

Zuhrotul, Baiti (2026) EXPLORING EFL STUDENTS’ EMOTIONS DURING SPEAKING PRACTICE THROUGH INTERACTION IN COLLABORATIVE LEARNING. Undergraduate Thesis thesis, UIN. K. H. Abdurrahman Wahid Pekalongan.

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Official URL: http://perpustakaan.uingusdur.ac.id/

Abstract

This study explores EFL students' emotions during speaking practice through interaction in collaborative learning. Speaking practice required EFL students to perform prepared scripts by delivering their assigned speaking parts and interacting with their peers during collaborative learning. Despite the supportive environment provided by collaborative learning, students continue to experience emotions. Although previous studies have explored EFL students' emotions, most of them focused on negative emotions and gave limited attention to positive emotions. This study employed a qualitative approach with a narrative inquiry method. It involved fourth-semester English Education Department students who had completed an intensive speaking course at a university in Pekalongan. Data were collected using video observations of collaborative speaking practice and semi-structured interviews. To ensure the data, the findings used a triangulation method to compare emotional expressions from the video observations with interview responses. Data were analyzed using thematic analysis by Braun and Clarke (2006). Students' emotions were interpreted based on Pekrun's (2014) theory. The findings revealed four emotions experienced by students during collaborative speaking practice. Three positive emotions were identified, namely enjoyment, pride, and relief, while anxiety was the only negative emotion identified. Enjoyment developed from students’ personal interest in speaking English, preferred learning activities, and supportive peer interaction. Pride emerged after students successfully completed the speaking task, whereas relief appeared after they overcame the challenges and pressure of the activity. Anxiety occurred while students performed their speaking tasks due to concerns about mispronunciation, limited vocabulary, remembering prepared scripts, and performing well in a high-stakes speaking task. These findings show that students' emotions fluctuated during activities, and collaborative learning provided support for students to continue to participate.

Item Type:

Thesis (Undergraduate Thesis)

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