Augmenting In-Class Learning: The Role of Extracurricular Speaking Programs in EFL Curriculum

Abstract

Language learners achieve proficiency in the target language through both in-class practice and the application of their linguistic skills in real-world contexts. This process requires them to draw on their creative abilities to use the language meaningfully beyond the classroom. However, foreign language learners often have limited opportunities to practice the target language in environments where their native language predominates. Additionally, it is challenging to monitor and evaluate their language interactions and progress in such external settings. This study aims to explore the experiences of students in an extracurricular speaking program tailored for EFL learners as an intervention out of the school context. The subjects of this study were 30 preparatory-year students who were in the English program in the Faculty of Foreign Languages at a public university in Turkiye. This study implemented an action research design to reflect on a problem in the program. The data was collected through semi-structured interviews, field notes of the instructor, and reflective reports of the group leaders in the extracurricular speaking program. The data was analyzed using a six-step thematic analysis, involving familiarization, coding, theme generation, review, definition, and write-up to systematically identify and interpret recurring patterns across the data. The findings revealed significant improvements in students' speaking performance, academic growth, social interaction, and psychological well-being. These results suggest that integrating similar extracurricular programs into the standard curriculum could enhance student engagement, confidence, and holistic development, while fostering stronger communication skills and bridging the gap between formal education and practical language use.