An Exploration of Learning Strategies for Speaking Skills in A Basic-Level English Classroom: A Case Study

Abstract

Speaking remains one of the most challenging skills for beginner-level English as a Foreign Language (EFL) learners in Indonesia. Limited exposure to native speakers and the predominance of traditional teaching methods often result in pronunciation errors, insufficient vocabulary, speaking anxiety, and low fluency. This single-case study investigated the language learning strategies used by eight beginner EFL students in the Discover 1 class at FL Haus Indonesia. Data were collected through four non-participatory classroom observations (90 minutes each) and semi-structured interviews (15–20 minutes each). The data were analyzed using thematic analysis in NVivo software, following Miles et al.’s (2014) framework of data condensation, data display, and conclusion drawing. Triangulation was applied to enhance the trustworthiness of the findings. The results revealed that compensatory strategies (e.g., gestures) and social strategies (e.g., peer support) were the most frequently used and were perceived as highly effective in promoting practice, reducing anxiety, and increasing engagement. The main challenges faced by the learners were emotional (e.g., fear of making mistakes) and linguistic (e.g., forgetting words), which were primarily managed through compensatory and affective strategies. These findings are consistent with Oxford’s Strategy Inventory for Language Learning (SILL, 1990) and Vygotsky’s sociocultural theory, underscoring the importance of strategy instruction to foster learner autonomy. The study acknowledges the limitation of its small sample size. Pedagogical implications include integrating technology and group activities in beginner EFL classrooms. The Future research may explore the long-term effects of strategy use on speaking development.