Moving beyond Scripted Practice: Authentic Interaction in EFL Speaking

Abstract

Speaking is a central component of communicative competence in English as a Foreign Language (EFL) learning, yet opportunities for real-world interaction in the classroom remain limited. The study investigated how face-to-face interviews with English-speaking tourists shaped the speaking development of EFL students. The study employed a qualitative-dominant mixed-methods design, using speaking scores as supporting quantitative data and 32 student reflection pieces as the main data source. Students interviewed English-speaking tourists in person, filmed their conversations, and wrote thoughts about their experiences. Five major themes emerged from the thematic analysis of the reflections: experience of real interaction, negotiation of meaning, modified interaction and feedback, impact on speaking development, and overall reflection. The findings demonstrated that although students first felt nervous and insecure, they actively used meaning-negotiation techniques such as seeking clarification, repetition, and understanding checks. To promote comprehension and efficient communication, English-speaking tourists also altered their speech by slowing down, simplifying, and correcting pronunciation. A quantitative analysis revealed an average speaking score of 84, which is classified as Good. These findings demonstrate that interactions with English-speaking tourists provide authentic communicative experiences that enhance students' confidence, vocabulary awareness, and motivation to continue learning English.