This research investigates the impact of incorporating authentic materials within a classroom intervention on the speaking motivation and anxiety of Indonesian EFL lower secondary school students. Utilizing a quasi-experimental design, the study involved 42 students who were selected based on their availability and willingness to participate. Pre- and post-intervention assessments measured students’ speaking motivation and anxiety levels using the study questionnaires, enabling a comparison of results pre- and post- intervention. Findings indicated an increase in average speaking motivation from 128.6 to 130.7, with a significant rise in students demonstrating high motivation levels. However, the average speaking anxiety score also increased slightly, from 128.6 to 130.7, with only a marginal reduction in the number of students experiencing high speaking anxiety. Although statistical analyses confirmed significant gains in motivation (p < 0.001), the reduction in speaking anxiety was not statistically significant (p > 0.05), suggesting the need for additional affective support. The findings highlight the dual effect of authentic materials: while they enhance intrinsic motivation and engagement, they may also introduce cognitive challenges that sustain anxiety. The study concludes that authentic materials, when embedded in meaningful tasks, can effectively increase motivation but must be complemented with structured anxiety-reduction strategies to fully support students’ English-speaking performance. Future research should explore hybrid instructional models that integrate real-world materials with scaffolded support to address both the cognitive and emotional demands of speaking in EFL contexts. © The Author(s) 2025.
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