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

Conclusion

The researcher conducted a narrative case study of three high school students who are all enrolled at CCHS and are or were English learners at one point. The researcher chose those specific students to gather information about their experiences with extracurricular activities and how they impacted their English language learning and skills. With the information provided by the students, the researcher aspired to answer the following question: To what extent do extracurricular activities affect the English language acquisition and social well-being of High School English Learners?

The researcher gathered data via questionnaires and semi-structured interviews. To filter student replies into relevant analyses, the researcher used holistic and in vivo coding to support and recognize the participants' responses and voices. As a result, the data analysis was guided by student input. In the following chapter, the researcher will describe the resulting analysis and
interpretation of the collected data, which will demonstrate how extracurricular activities have impacted the language acquisition and well-being of the interviewed students and the limitations.

Chapter Four: Results

California has the most English learners (ELs) of any state (1.3 million), as well as the largest proportion of ELs (21%). According to (Santibanez et al., 2018), 38% of California students begin their schooling as English learners. ELLs may make positive cultural and linguistic changes as a result of their interactions with peers in this new context if schools encourage them to participate in extracurricular activities such as sports (Donroe, 2020).

Extracurricular activities may help students achieve academically and socialize, adjust to the school culture, and become more enthusiastic about learning English. Through socialization, individuals become fully integrated insiders, develop appropriate skills, and adapt to their schools. To explore the benefits of extracurricular activities in English Learners, as well as to identify the causes of students’ willingness to participate in activities outside the classroom, the researcher aims to answer the research question: To what extent do extracurricular activities affect the English language acquisition and social well-being of High School English Learners?
In this chapter, the researcher presents the data gathered during the process of this study, analyzes the data, and interprets the findings. To acknowledge and appreciate the voice of the students who engaged in the study, the researcher conducted qualitative research using interviews with volunteer participants. A qualitative method was employed because qualitative research emphasizes the participants' experiences and perspectives (Mertler, 2019). Data was evaluated and coded for patterns using holistic and in vivo methods, then grouped by themes through a Cultural Proficiency lens, and presented using narrative research. Finally, the findings were analyzed from the perspective of their significance in the study of how extracurricular activities can benefit English Learners socially and academically.