English Learners Outside the Classroom: The Effects of Participating in Extracurricular Activities

Preview Methodology

To address the research question, this study uses qualitative narrative research using semi-structured interviews with three volunteers to recognize and value their voices. This study involves the participation of three High School students who are between the ages of 15 and 18 years old and are native Spanish speakers. The participants meet different levels of English

proficiency which ensure that all participants can provide several points of view about the effects of extracurricular activities and English language development. The researcher uses the collection of students' experiences in narrative research and presents the data in chronological order (Creswell, 2007). The narrative research design reflects participants' lived experiences and backgrounds in extracurricular activities and English language acquisition. The researcher utilizes qualitative narrative research that emphasizes the participants' experiences and viewpoints (Mertler, 2019).

Significance of Study

This study makes a significant contribution to the field of education by recognizing the importance of incorporating English language learners into school activities. Isolation may undoubtedly make language acquisition more difficult (Donroe, 2020). When there is a lack of support for English language learners' integration into the greater school community, their disadvantaged status within schools and communities is prolonged, and their English language

growth plateaus (Przymus, 2016). This case study is different from other studies because it utilizes a small sample of participants and focuses on their lived experiences using qualitative narrative research. Although the results might not apply to a large scale due to the small sample size, it does not mean that the data collected does not reflect the effects of extracurricular activities on language learning and student well-being.

Conclusion

Learning a language requires a lot of reinforcement of receptive and productive skills. Using qualitative narrative research, this study hopes to answer the question: To what extent do extracurricular activities affect the English language acquisition and social well-being of High School English Learners? This study explores the advantages of extracurricular activities, such as improving social interaction, responsibility, and self-discipline, all of which will enhance learners' chances of learning a language (Chakraborty et al., 2021). Educators can establish school environments that encourage ELLs to participate in extracurricular activities, boost the number of students who study English outside of newcomer and ESL classes, and favorably enhance students' emotions of school belonging (Przymus, 2016). The following chapter provides an overview of the literature on the benefits of extracurricular activities, the global take on bilingualism and co-curricular activities, the effect of the ELD bubble/sheltered instruction, and the benefits of socializing when acquiring a second language.