Ela-Vate English: Easing Learners’ Anxiety through Beyond-The-Classroom Innovation

In recent years, higher education has placed greater emphasis on English language proficiency as a key skill for academic success and employability. Despite this, many students still demonstrate inadequate proficiency levels. One major contributing factor is the elevated anxiety students experience when communicating in English within formal academic settings. Therefore, this study aims to examine the perceived benefits of students’ participation in NDUM’s homegrown English language activities (ELA) beyond classrooms as one of the means to reduce their anxiety when utilising English language for academic purposes. The design of ELA is informed by CEFR descriptors from A2 to B2 and beyond which promotes self-regulated and autonomous learning. The language activities offer students opportunities to use the English language in non-threatening, real-world contexts, which may reduce language anxiety and enhance communicative competence. The study adopted a quantitative approach to assess student responses and engagement with ELA. Findings suggest a positive acceptance of ELA as an innovative pedagogical tool that supports communicative competency and alleviates anxiety. Students reported increased confidence and perceived digital platforms as effective for interactive and authentic language use beyond classrooms. This study has produced tangible outcomes in a form of a pedagogical framework for the implementation of English language activities beyond classrooms that are aligned to CEFR, and as a mitigation plan for instructors to ease language learning anxiety among students at higher education. Additionally, the study highlights the potential of Technology-Enhanced Language Learning (TELL),and digital platforms to extend language learning opportunities and foster an ecosystem that nurtures English language use beyond traditional academic settings.

Beyond classroom, CEFR, English Language Activities (ELA)

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