Abstract:
Abstract: Speaking is one of the most crucial skills in English language learning; and interactive speaking is
challenging for students, especially those in boarding schools with limited exposure. Although previous studies
have examined students' perceptions, there has been little research conducted on teachers' perspectives. This study
aims to explore an EFL teacher's perspective on the implementation and impact of the English Week program on
students' interactive speaking performance and to identify the challenges they faced during the program. The
researcher employed a qualitative case study approach, utilizing a snowball sampling technique, followed by non
participant observation and semi-structured interviews with an EFL teacher at an Islamic boarding school in
Tasikmalaya. The results showed that the program successfully stimulated students' interactive speaking skills by
combining formal and informal activities. The teacher employed scaffolding strategies and served as a facilitator
and motivator. As a result of this research, students demonstrated increased confidence and improved interaction
skills. However, there were other challenges, including a limited vocabulary, fluctuating motivation, and inadequate
facilities. Based on this research, the English Week program has a positive impact on students' interactive speaking
skills through creative and varied learning strategies, structured management, and a supportive learning
environment. Understanding the teacher's perspective confirms the importance of institutional support and
continuous program development. Future research is suggested to dig out the students’ perceptions on this related
topic with a large sample to obtain a broad insight.
