Exploring EFL learners’ strategy use in public speaking: An activity theory perspective

While much research has applied activity theory to examine writing strategies among English as a Foreign Language (EFL) learners, fewer studies have explored the strategies they use in public speaking. This study explores the EFL public speaking strategies of three EFL undergraduates in China through the lens of activity theory. Data analysis showed that the participants employed a range of strategies, including leveraging their native language for drafting speeches, using digital tools for content generation, and drawing on feedback from peers, teachers, and contest judges. The study contributes to understanding how EFL speakers navigate public speaking activities. It also emphasizes the importance of community support and tailored pedagogical practices in helping learners resolve tensions and enhance their performance.