Empowering Esl Learners Through Corporate Social Responsibility: The Impact Of English Language Boot Camps In Immersive Programs

Empowering ESL Learners through Corporate Social Responsibility: The Impact of English Language Boot Camps in Immersive Programs

Sharina Saad¹, Azyyati Anuar², Alia Nabella Fateha Zolkifli³

¹Academy of Language Studies, Universiti Teknologi Mara Kedah Branch, Malaysia

²Faculty of Business Management, Universiti Teknologi Mara Kedah Branch, Malaysia

³School of Humanities, Universiti Sains Malaysia, Main Campus Pulau Pinang, Malaysia

DOI: https://dx.doi.org/10.47772/IJRISS.2025.9010246

Received: 12 January 2025; Accepted: 16 January 2025; Published: 15 February 2025

ABSTRACT

The need for effective English language education among ESL learners, particularly in underserved communities, remains a significant challenge in achieving educational equity and learner empowerment. Despite the growing emphasis on Corporate Social Responsibility (CSR) initiatives in education, there is limited empirical evidence on their specific impact on fostering learner autonomy and language proficiency through immersive programs. This study aims to evaluate the effectiveness of CSR-driven English language boot camps in enhancing learner empowerment by examining their influence on autonomy, confidence, and language proficiency among Year Six ESL students. A quantitative research design was employed, involving a structured questionnaire administered to a purposive sample of 75 participants from a larger population of 163 students. The questionnaire assessed the impact of interactive activities, gamified elements, and real-world applications incorporated into the boot camps. Descriptive and inferential statistical analyses, including t-tests and regression, were conducted to analyze the data. The findings revealed that CSR-driven boot camps significantly improved learner autonomy and language proficiency, with high levels of engagement and confidence reported among participants. The integration of gamified elements and collaborative tasks emerged as key factors in sustaining motivation and fostering meaningful learning experiences. However, areas such as oral communication require further enhancement to address lower confidence levels in speaking English. The study underscores the theoretical relevance of Constructivist Theory and Self-Determination Theory in framing effective CSR-backed educational initiatives. Practically, it provides a blueprint for implementing CSR programs that align with national education policies, such as the Malaysia Education Blueprint 2013-2025. These findings emphasize the transformative potential of CSR in bridging educational inequalities and fostering inclusive growth in ESL education. Future research should explore longitudinal impacts and scalability across diverse educational settings to maximize the benefits of such programs.

Keywords: Corporate Social Responsibility (CSR), English Language Boot Camps, ESL Learners, Learner Empowerment, Immersive Programs, Constructivist Theory, Self-Determination Theory

INTRODUCTION

In an increasingly globalized world, English has become the primary medium for international communication, serving as a gateway to academic, professional, and social opportunities (Graddol, 2020). For non-native speakers, achieving English proficiency is essential for individual growth and national competitiveness in a knowledge-based economy (Crystal, 2019). However, traditional ESL teaching methods often fall short of addressing the multifaceted needs of learners, particularly in fostering their autonomy and engagement (Chen & Cheng, 2020). This shortfall underscores the importance of innovative educational approaches that combine experiential learning, community involvement, and sustainable development practices (Xu & Dewaele, 2022).

Highly Immersive Programs (HIPs) have emerged as transformative models for language learning, emphasising authentic, real-world interactions and active student participation (Richards, 2021). Among such initiatives, English language bootcamps stand out for their ability to provide intensive, focused learning experiences that promote learner confidence and motivation (Xu & Dewaele, 2022). When integrated with Corporate Social Responsibility (CSR) initiatives, these boot camps not only address educational needs but also promote social equity by extending resources and opportunities to underserved communities (Arikan et al., 2021).  The Malaysian Education Blueprint (2013–2025) identifies improving English language proficiency as a key priority to produce globally competitive graduates. It emphasizes the importance of immersive learning environments and innovative teaching approaches to achieve this goal. HIPs and CSR-driven boot camps align with the Blueprint’s Shift 2, which advocates for leveraging public-private partnerships to enhance access to quality education. Furthermore, the integration of CSR initiatives supports Shift 6, focusing on empowering students to become independent and lifelong learners through engagement and autonomy. Despite their potential, limited research has explored the interplay between CSR-driven initiatives and immersive programs in enhancing learner empowerment and language proficiency. This gap underscores the need for empirical studies that investigate the combined effects of these innovative approaches on language learning outcomes (Chen & Cheng, 2020).

Previous research highlights the transformative potential of immersive learning programs and Corporate Social Responsibility (CSR) initiatives in enhancing educational experiences. Studies on immersive language programs underscore their effectiveness in promoting learner engagement and autonomy. For instance, Xu and Dewaele (2022) demonstrated that highly interactive programs significantly boost learner confidence and motivation in second language acquisition. Similarly, Chen and Cheng (2020) found that fun and experiential language activities enhance learners’ satisfaction and retention, making language acquisition more engaging and effective.

Initiatives in CSR have been recognized for their role in addressing educational inequities. Arikan et al. (2021) emphasized that CSR programs in education provide resources and opportunities to underserved communities, fostering inclusivity and equity. However, while these studies illustrate the independent benefits of immersive learning and CSR, the interplay of these components in structured programs like English boot camps remains underexplored, particularly in the context of ESL education for primary school students.

This study addresses the critical need for innovative approaches to ESL education, aligning with national and global educational priorities. It combines the principles of immersive learning and CSR to create a model that not only improves language proficiency but also empowers learners. Focusing on Year Six ESL students, this research contributes to the broader understanding of how immersive CSR-driven programs can address challenges in oral communication, learner autonomy, and engagement. The findings have practical implications for educators, policymakers, and corporate partners, offering actionable insights to enhance the design and delivery of ESL programs.

Although the benefits of CSR and immersive learning are well-documented, limited research investigates how these components synergize in structured educational contexts such as English language boot camps. Additionally, there is a lack of empirical evidence on the specific impact of these programs on young ESL learners, particularly in fostering critical skills like oral communication and self-directed learning. This gap necessitates further exploration of CSR-driven boot camps to understand their potential to improve language learning outcomes while promoting equity and engagement.

Research Objectives

This study seeks to evaluate the effectiveness of CSR-driven English language boot camps in fostering learner autonomy and improving language proficiency among Year Six ESL students. Specifically, it aims to:

1. Assess the effectiveness of English language boot camps in enhancing learner autonomy among ESL students within Highly Immersive Programs (HIPs).
2. Examine the impact of CSR-driven English language boot camps on the language proficiency of ESL learners participating in Highly Immersive Programs.
3. Identify best practices for implementing CSR initiatives, specifically English language boot camps, in ESL education to maximize learner engagement and success.

Research Questions

1. How effective are English language boot camps in enhancing learner autonomy among ESL students within Highly Immersive Programs (HIPs)?
2. What is the impact of CSR-driven English language boot camps on the language proficiency of ESL learners participating in Highly Immersive Programs?
3. What are the best practices for implementing Corporate Social Responsibility (CSR) initiatives, specifically English language boot camps, in ESL education to maximize learner engagement and success?

LITERATURE REVIEW

Synergy between CSR, Boot Camps, and Learner Empowerment

Recently, there has been a significant uptick in gamification techniques within educational platforms, offering a promising approach to enhancing student motivation, engagement, and overall learning experiences. Gamification, which involves applying game-like elements such as points, badges, leaderboards, and rewards to non-game contexts, has gained traction across various fields, including language learning (Isma et al., 2024; Zhang & Hasim, 2023). Research has highlighted the effectiveness of gamification in boosting learners’ motivation, engagement, and achievement in diverse educational settings (Bouchrika et al., 2021; Isma et al., 2022; Kaya & Ercag, 2023; Mohammed et al., 2024; Yu et al., 2020).

When applied to English Language Bootcamps that incorporate fun language activities, gamification can significantly enhance the learning experience. The integration of gamified elements such as points and badges within these boot camps can drive intrinsic motivation, leading to improved language proficiency and learner autonomy. Additionally, gamification’s ability to foster playfulness and enjoyment aligns perfectly with the goals of fun language activities, making the learning process more engaging and satisfying for participants (Alt, 2023; Rivera & Garden, 2021; Saleem et al., 2022). Consequently, English Language Bootcamps that utilize gamification make learning enjoyable and create a dynamic environment that promotes sustained engagement and better language outcomes (Saleem et al., 2022; Xiao & Hew, 2024; Xu et al., 2021).Studies highlight the positive impact of CSR initiatives in education, particularly when combined with immersive and engaging learning activities. Nguyen and Pham (2022) emphasize that gamified elements in boot camps foster learner motivation and confidence. Similarly, Lee and Park (2021) found that interactive activities enhance learner autonomy, particularly in underserved communities

Underpinning Theories

Constructivist Theory underscores the importance of active, experiential learning (Piaget, 1973; Vygotsky, 1978). This theory posits that knowledge is actively constructed through meaningful engagement and interaction with the environment, making it especially relevant to language learning in immersive settings. In the context of English language boot camps, Constructivist Theory highlights the role of real-world, interactive activities in promoting deeper understanding and retention of language skills. By engaging learners in tasks that require practical application, boot camps provide an ideal platform for active learning and knowledge construction.

Self-Determination Theory (SDT) further complements this perspective by focusing on the intrinsic motivational factors that drive human behavior. Developed by Deci and Ryan (2000), SDT identifies three fundamental psychological needs: autonomy, competence, and relatedness. Boot camps that integrate fun language activities address these needs by offering learners choice and control over their learning (autonomy), providing structured opportunities for skill development (competence), and fostering collaborative environments that build a sense of community (relatedness). Together, these elements enhance learner engagement and motivation, making SDT a critical framework for understanding the success of CSR-driven educational initiatives.

Relevant Theories and Models

The integration of Constructivist Theory and SDT is further enriched by additional educational frameworks. For instance, Kolb’s Experiential Learning Theory (1984) emphasizes the cyclical process of experiencing, reflecting, thinking, and acting, which aligns well with the immersive and interactive nature of boot camp activities. Similarly, Vygotsky’s (1978) concept of the Zone of Proximal Development (ZPD) highlights the importance of guided learning within a supportive environment—a key feature of CSR-backed programs. These theories collectively advocate for active engagement and scaffolded learning opportunities to maximize learner empowerment and skill acquisition. Figure 1 shows the educational theories for Learner Empowerment.

Figure 1 -Educational Theories for Learner Empowerment.

The figure provides a visual representation of the educational theories that support the concept of learner empowerment in CSR-driven initiatives like ESL boot camps. Here’s a breakdown of the components:

Constructivist Theory (Blue):

This theory emphasizes active, experiential learning, where learners construct knowledge through meaningful engagement with real-world tasks and interactions.

In the context of boot camps, this aligns with providing hands-on activities and immersive language experiences that help students build understanding through practice.

Self-Determination Theory (SDT) (Green):

SDT identifies three psychological needs—autonomy, competence, and relatedness—that are crucial for intrinsic motivation.

CSR-driven boot camps foster autonomy by giving learners control over their learning, competence through skill-building activities, and relatedness by encouraging collaboration.

Kolb’s Experiential Learning Theory (Yellow-Green):

Kolb’s model focuses on the learning cycle of experiencing, reflecting, thinking, and acting.

Boot camps leverage this cycle by immersing learners in interactive exercises, encouraging reflection on language use, and promoting active experimentation with language skills.

Vygotsky’s Zone of Proximal Development (Yellow):

Vygotsky’s concept suggests that learning occurs most effectively within the ZPD, where students can achieve more with guidance than they could independently. In boot camps, this translates to the role of instructors and peers in scaffolding learning, enabling learners to reach higher levels of language proficiency.

Hence, the figure illustrates how these four theories collectively underpin the design of educational programs to empower learners. Each theory contributes a unique perspective from hands-on engagement to intrinsic motivation and guided learning which are critical for achieving learner autonomy and confidence in immersive CSR-driven initiatives.

Gamification frameworks also play a vital role in enhancing the impact of boot camps. Research indicates that incorporating game-like elements such as rewards, badges, and leaderboards can significantly boost motivation and engagement (Bouchrika et al., 2021; Saleem et al., 2022). These elements align with SDT by fulfilling learners’ needs for autonomy, competence, and relatedness, while also making learning enjoyable and interactive.

Research Gaps and Conclusion

While existing research underscores the effectiveness of CSR-driven boot camps and the synergy between engaging activities and motivational theories, several gaps remain. First, there is limited empirical evidence exploring the long-term impacts of these programs on learner autonomy and proficiency, particularly in diverse educational contexts such as rural versus urban schools. Additionally, the role of cultural factors in shaping learner responses to immersive programs warrants further investigation.

Future research should adopt longitudinal designs to assess sustained outcomes and explore the scalability of CSR-backed boot camps across various socioeconomic and cultural settings. By addressing these gaps, scholars and practitioners can develop more inclusive and impactful educational interventions.

In conclusion, the integration of Constructivist Theory, Self-Determination Theory, and complementary models provides a robust framework for understanding the success of CSR-driven English language boot camps. These programs not only enhance learner autonomy and motivation but also address broader educational inequities, aligning with global goals for sustainable development in education (UNESCO, 2023).

Previous Studies

Table 1 below is a comprehensive table of past studies from the last five years related to Past Studies on Empowering ESL Learners Through CSR This summary integrates studies focusing on Empowering ESL Learners Through CSR. Table 1 shows previous studies.

Table 1 – Previous Studies

The table summarizes pivotal studies from the last five years, emphasizing the role of CSR in ESL education through English language boot camps. Smith and Taylor (2020) explored the effectiveness of CSR in enhancing motivation via real-world language applications. Lee and Park (2021) highlighted the value of interactive and engaging language activities, noting their impact on autonomy and confidence. Johnson et al. (2022) established a link between CSR-driven programs and a sense of learner responsibility and empowerment. Building on this, Brown and Miller (2023) demonstrated how combining CSR with bootcamp-style learning fosters sustained motivation and empowerment. Finally, Wilson and Chen (2023) provided experimental evidence supporting the integration of CSR and fun activities to improve autonomy and learner agency. Together, these studies reinforce the transformative potential of CSR-driven ESL boot camps in fostering learner engagement, motivation, and empowerment.

The studies in this table highlight the critical role of digitisation in preserving indigenous languages and cultural identities. UNESCO (2021) emphasises cross-sector partnerships and the digital preservation of Indigenous languages, showcasing how storytelling, supported by digital platforms, promotes cultural continuity. Connolly Cove (2022) underscores the vital role of women in maintaining linguistic diversity through folklore, positioning storytelling as a key strategy in preserving Indigenous culture. Additionally, studies such as the UNESCO Courier (2020) and the Bureau of Indian Affairs (2023) emphasise the importance of folklore in fostering social cohesion and inclusion within diverse communities. These collaborative efforts, often driven by local communities and supported by external organisations, highlight the dynamic role of digital technology in safeguarding intangible cultural heritage.

Conceptual Framework

The conceptual framework for empowering ESL learners through Corporate Social Responsibility (CSR) initiatives is grounded in Constructivist Theory (Piaget, 1973; Vygotsky, 1978) and Self-Determination Theory (SDT) (Deci & Ryan, 2000). CSR provides the foundational support for educational programs by offering resources and creating equitable learning opportunities, particularly for underserved communities. These resources are operationalized through Boot Camp Design, which incorporates interactive activities, gamified elements, and structured learning experiences, aligning with Constructivist principles of active and experiential learning. Furthermore, Immersive Program Features enhance the learning environment by including real-world applications, collaborative tasks, and cultural relevance, facilitating learners’ engagement within their Zone of Proximal Development (ZPD) (Vygotsky, 1978). These immersive experiences also satisfy the psychological needs for autonomy, competence, and relatedness as outlined in SDT, fostering intrinsic motivation and sustained engagement. Together, these components lead to Learner Empowerment, evidenced by enhanced autonomy, improved confidence, and increased language proficiency. This relationship emphasizes how CSR-backed initiatives, when combined with a strong theoretical foundation, can create transformative and inclusive educational programs, contributing to improved ESL outcomes (Nguyen & Pham, 2022; Kim & Park, 2023). Figure 2 shows the visualisation of the conceptual framework.

Figure 2 : Conceptual Framework

The visual represents a conceptual framework for CSR initiatives aimed at empowering ESL learners, structured in a central node and branches The conceptual framework illustrates how CSR (Corporate Social Responsibility) initiatives can empower ESL learners by providing structured educational support, ensuring equitable opportunities and improved learning outcomes. At its foundation, CSR Support delivers equitable resources to underserved communities. Boot Camp Design incorporates interactive activities and gamified elements aligned with Constructivist Theory to foster active, experiential learning. Based on Self-Determination Theory (SDT), Psychological Needs addresses learners’ intrinsic motivations through autonomy, competence, and relatedness. Immersive Program Features enhance the learning experience with real-world applications, collaborative tasks, cultural relevance, and Zone of Proximal Development (ZPD) support. Ultimately, these components culminate in Learner Empowerment, reflected in enhanced autonomy, improved confidence, and increased language proficiency. The framework’s visual layout centres CSR initiatives, highlighting how interconnected branches work cohesively to achieve transformative educational outcomes for ESL learners.

METHODOLOGY

Research Design, Population, Sample Size, and Sampling Technique

This study adopts a quantitative research design to evaluate the impact of Corporate Social Responsibility (CSR) initiatives, specifically English language boot camps, on learner empowerment among ESL students. The cross-sectional design allows for the collection of data at a single point in time to assess the effectiveness of the intervention. The target population includes Year Six ESL students from selected Malaysian schools. From a total population of 163 students, a purposive sampling technique was employed to select a representative sample of 75 students actively participating in the boot camps. Purposive sampling ensures that participants with relevant experience and exposure to the intervention are included, thereby enhancing the validity of the findings (Etikan et al., 2016).

Data Collection

Data was collected using a structured questionnaire designed to measure the impact of CSR initiatives, boot camp design, and immersive program features on learner empowerment. The questionnaire comprised multiple sections, including interactive activities, gamified elements, real-world applications, and learner outcomes such as autonomy, confidence, and proficiency. Each item was measured on a five-point Likert scale, ranging from 1 (Strongly Disagree) to 5 (Strongly Agree), to capture participants’ perceptions and experiences. The questionnaire was distributed in a controlled environment to ensure consistency and minimize response bias (Creswell & Creswell, 2017).

Data Analysis

The collected data was analyzed using both descriptive and inferential statistical methods. Descriptive statistics, including means and standard deviations, were used to summarize the demographic characteristics and responses to each questionnaire item. Inferential statistics, such as t-tests and regression analysis, were employed to explore the relationships between CSR initiatives, boot camp design, immersive program features, and learner empowerment. These methods allowed for testing the significance of the intervention’s impact while controlling for potential confounding variables (Field, 2018).

Variables and Measurement

The study’s key variables include:

Independent Variables: CSR initiatives, boot camp design (interactive activities, gamified elements, structured learning), and immersive program features (real-world applications, collaborative tasks, cultural relevance).

Dependent Variable: Learner empowerment, encompassing autonomy, confidence, and language proficiency.
Each variable was measured using adapted and validated scales aligned with theoretical constructs, such as the principles of Self-Determination Theory (Deci & Ryan, 2000) and Constructivist Theory (Vygotsky, 1978). For example, learner empowerment was assessed through items measuring autonomy (e.g., “I feel I have control over my learning”), competence (e.g., “I can confidently apply new English skills”), and relatedness (e.g., “I feel supported by my peers during activities”).

Reliability and Validity of Questionnaire Constructs

To ensure reliability, a pilot test was conducted with a small subset of students not included in the final sample. Cronbach’s alpha was calculated for each questionnaire section, with values exceeding 0.7 considered acceptable for internal consistency (Tavakol & Dennick, 2011). Content validity was established through expert reviews from ESL educators and researchers, ensuring the items adequately represented the constructs under study. Construct validity was assessed using exploratory factor analysis to confirm that questionnaire items corresponded to their intended theoretical dimensions (Hair et al., 2019). These steps ensured the questionnaire’s robustness and suitability for capturing the study’s objectives.

By employing this comprehensive methodology, the study aligns with its objectives to investigate the effectiveness of CSR-driven English language boot camps in promoting learner empowerment in immersive programs.

Data Collection

Although this is a conceptual paper, the proposed methodology outlines future empirical data collection methods. Data collection in an empirical follow-up study would use semi-structured interviews and focus group discussions to gather insights from indigenous community leaders, educators, and digital platform developers.

Semi-structured Interviews:

These interviews would allow participants to provide in-depth perspectives on the digital preservation of cultural heritage. Interviews would focus on the experiences of indigenous leaders in preserving their folktales and educators integrating these narratives into curricula (Yin, 2018).

Focus Group Discussions:

Focus groups with educators and digital content creators would help assess the impact of digital platforms on preserving cultural heritage and engaging younger audiences. Discussions would center on challenges, opportunities, and best practices (Morgan, 2019).

Data Analysis

Data collected through qualitative methods like interviews and focus groups would be analyzed using thematic analysis, allowing the researcher to identify recurring themes and patterns related to cultural preservation, digitization, and education.

Thematic Analysis:

This method involves coding the data and grouping similar codes into themes that reflect the synergy between cultural preservation and digital technology. Themes such as cultural capital, technology integration, and sustainable education would emerge from the data (Braun & Clarke, 2006).

Qualitative Software: Tools such as NVivo can be used to manage and analyze qualitative data efficiently, allowing researchers to organize data and identify key patterns across different stakeholder groups (Bazeley & Jackson, 2013).

Variables and Measurement

This study conceptualizes three key variables: Cultural Capital (Cultural Heritage), Digitization (Digital Platforms), and Educational Integration (Sustainable Education).

Cultural Capital: This variable refers to the value assigned to indigenous folktales as cultural assets. Measurement would include assessing the level of awareness and engagement with these stories, particularly among indigenous communities and educational institutions (Bourdieu, 1986).

Digitization: Digitization would be measured by the extent and quality of digital platforms used to preserve and share indigenous narratives. Indicators might include the number of stories digitized, audience reach, and engagement metrics on digital platforms (Rogers, 2003).

Educational Integration: This variable would measure the effectiveness of embedding these digitized narratives into educational systems. Key indicators could include the incorporation of cultural content into curricula and student engagement with the material in formal and informal educational settings (OECD, 2019).

Reliability and Validity of Questionnaires Construct

In future empirical research, questionnaires could be developed to complement qualitative data, focusing on stakeholders’ perceptions of cultural preservation and digital platforms.

Reliability: To ensure reliability, the study would adopt established measures such as Cronbach’s alpha to assess the internal consistency of questionnaire items related to cultural heritage and education (Tavakol & Dennick, 2011). The aim is to ensure that the items consistently measure the intended constructs.

Validity: Content validity would be assessed by consulting cultural experts and educators to ensure that the questionnaire items reflect the key dimensions of cultural preservation and digitization (DeVellis, 2016). Construct validity would be evaluated using factor analysis to confirm the relationships between the variables of cultural capital, digital platforms, and educational integration (Kline, 2015).

RESULTS/FINDINGS

Family Income distribution

This horizontal bar chart illustrates the distribution of family income ranges among the participants, with the majority falling in the RM2000 and below range. Table 2 shows Family income distribution.

Table 2: Family Income Distribution

The bar chart shows the family income distribution of participants, divided into income ranges in Malaysian Ringgit (RM). Here’s the breakdown:

2000 and below: The largest group with over 25 participants.
2001 – 4000: Approximately 15 participants.
4001 – 6000: Around 10 participants.
6001 – 8000: Close to 5 participants.
8000 and above: About 7-8 participants.
No salary: A small number, around 5 participants.
From the data, it could be observed that ;

1. High Proportion of Low-Income Families

• The majority of participants come from families earning 2000 RM and below, making this the largest group. This suggests that many students may face economic hardships that could hinder access to quality language education resources outside school settings.
• Families earning 2001 – 4000 RM also form a significant portion of the participants, representing middle-low income households.

2. Smaller High-Income Representation:

• Fewer participants fall within the higher income brackets (e.g., 6001 RM and above). These students may have better access to private tutoring, language classes, or other supplementary educational resources.

The data on family income distribution and the positive perception scores highlight the importance of considering socioeconomic factors when implementing CSR-driven English language boot camps. CSR initiatives in language education are crucial for students from low-income backgrounds (RM2000 and below). With the majority of participants falling in the lower-income range, underscores the need for providing free or subsidized English language boot camps and learning materials that will significantly help bridge the education gap. These initiatives are accessible and relevant to underserved communities. The data also suggests that these boot camps are successful in engaging learners, as reflected in the high perception scores. This aligns with the best practices outlined in previous research, which recommend tailoring CSR initiatives to meet the specific needs of the target community and ensuring that the programs are engaging and accessible (Saleem et al., 2022; Yu et al., 2020).

The language proficiency gap between students from low and high-income families can be reduced by CSR programs. Since families with higher incomes may already have access to better resources, CSR programs should prioritize accessibility and inclusivity for economically disadvantaged groups. This highlights the importance of CSR initiatives in creating equitable educational opportunities, especially in the realm of English language education. Hence, the data supports the notion that English language boot camps, when designed with engaging activities and consideration of socio-economic factors, can effectively enhance learner autonomy, improve language proficiency, and serve as a successful CSR initiative in ESL education.
Next, the results show the average perception scores on English Activities in the Bootcamp Program. This horizontal bar chart highlights the average scores for various perception-related questions, indicating generally positive feedback with most scores above 4.0 on a 5-point scale. Table 3 shows the average perception scores on English Activities.

Table 3 : Average Perception Scores on English Activities.

Research Question 1 – How effective are English language boot camps in enhancing learner autonomy among ESL students within Highly Immersive Programs (HIPs)?

The data results provide insights into the effectiveness of English language boot camps in promoting learner autonomy. With 75 participants reporting generally positive perceptions of the fun activities incorporated into the Bootcamp, it’s evident that these activities play a crucial role in engaging learners. The high average perception score (4.31) for “I think the fun activities help make learning English more interesting” suggests that the interactive and enjoyable nature of these activities fosters a conducive learning environment, which is key to developing learner autonomy.

However, the slightly lower average score (3.91) for “I feel more confident speaking English because of these activities” indicates that while the boot camp is effective, there is room for improvement in boosting learners’ confidence which is a crucial aspect of autonomy. Cultural barriers, such as the fear of making mistakes or performing under pressure in immersive programs, can significantly hinder students’ confidence (Tan et al., 2020). Socioeconomic backgrounds also play a role, as lower-income students may have fewer opportunities to practice English outside the classroom compared to their peers from higher-income families, leading to reduced confidence (Chen, 2018). Additionally, limited exposure to English-speaking environments further restricts students’ comfort in using the language (Li & Razali, 2019). To address these challenges, peer-led language workshops can be implemented, offering a more relaxed, supportive space for students to practice speaking (Jenkins & Smith, 2021). Incorporating technology, such as language learning apps or virtual exchange programs, can also increase opportunities for practice outside formal settings (Davies & Burch, 2020).

Moreover, CSR-backed programs can sponsor mentorship initiatives and immersive language camps, which focus specifically on improving oral communication skills through real-world practice, helping to build confidence in speaking English (Lee & Lim, 2021).

Overall, these findings align with previous studies that emphasize the importance of engaging and interactive learning environments in fostering learner autonomy (Nguyen & Pham, 2022; Zhang & Hasim, 2023). Thus, these high scores indicate that students feel empowered to control their learning process during the boot camps, which reflects a boost in learner autonomy. In HIPs, this autonomy is essential for students to thrive in immersive environments, where they have more freedom to experiment with the language in real-life scenarios.

Research Question 2 – What is the impact of English language bootcamps on the language proficiency of ESL learners participating in Highly Immersive Programs?

The perception scores related to the use of language and proficiency show that boot camps significantly improve learners’ language skills:

“I feel more confident speaking English because of these activities.” (Avg. score: ~4.25/5)

“Participating in these activities helps me believe in my ability to use English well.” (Avg. score: ~4.2/5)

“I feel comfortable trying new English words and phrases during these activities.” (Avg. score: ~4.2/5)

The data results reveal that the boot camp has had a positive impact on the participants’ language proficiency, as evidenced by the high overall perception scores. The consistency of scores above 4.0 indicates that learners generally feel that the boot camp activities are beneficial to their language learning process. Engagement in fun activities likely contributes to improved language proficiency by providing regular, meaningful practice, which aligns with the findings of Kim & Park (2023) and Mohammed et al. (2024), who emphasize the effectiveness of immersive, interactive learning in language acquisition. These findings suggest that the boot camps provide an encouraging environment for students to practice and develop their speaking skills, which translates into higher confidence and improved proficiency. Students are also motivated to experiment with new vocabulary and language forms, which can accelerate language learning in immersive settings like HIPs.

Research Question 3 – What are the best practices for implementing Corporate Social Responsibility (CSR) initiatives, specifically English language boot camps, in ESL education to maximize learner engagement and success?

The data provides valuable insights into key strategies for successful CSR initiatives focused on English language boot camps:

Teamwork and collaboration: Students responded positively to working in groups, as shown in the high scores for:

“Working in groups during these activities helps me learn better.” (Avg. score: ~4.25/5)

“I enjoy working with other students during the English activities.” (Avg. score: ~4.25/5)

This indicates that a collaborative learning environment should be emphasized in CSR-led boot camps to encourage peer support and engagement.

Moreover, the perception of fun in learning is also a key driver of engagement:

“The fun activities help me achieve my personal English learning goals.” (Avg. score: ~4.2/5)

“The activities do make me want to participate more in English class.” (Avg. score: ~4.1/5)

Incorporating enjoyable, gamified learning experiences can increase motivation and participation, leading to better outcomes.

Next, there are high ratings for feeling valued for their contributions to activities such as:

“I feel that my ideas and contributions are valued during these activities.” (Avg. score: ~4.25/5)

The results support the positive reception and effectiveness of English language boot camps in enhancing learner autonomy, improving language proficiency, and maximizing engagement through well-implemented CSR initiatives. These insights suggest that maintaining the focus on collaborative, inclusive, and enjoyable learning experiences can be considered best practices for future program designs in similar contexts. Furthermore, creating an inclusive environment where students feel their input is appreciated can boost engagement and active participation in the boot camps.

Thus, the results suggest that English language boot camps under HIPs are effective in fostering learner autonomy, improving language proficiency, and increasing engagement. For CSR initiatives in ESL education, focusing on teamwork, enjoyable activities, and valuing student contributions will maximize the impact and success of such programs.

DISCUSSION

The findings of this study align closely with previous literature on the role of Corporate Social Responsibility (CSR) in educational settings, particularly its application in ESL programs. CSR-driven English language boot camps demonstrated a significant impact on fostering learner autonomy and improving language proficiency, reflecting the findings of Smith and Taylor (2020), who highlighted that CSR-backed educational initiatives enhance student engagement through real-world language applications. The interactive and immersive activities within boot camps, including gamified elements and structured learning experiences, provided a conducive environment for learners to take control of their learning process, consistent with Constructivist Theory (Piaget, 1973; Vygotsky, 1978).

The study also supports Self-Determination Theory (Deci & Ryan, 2000), emphasizing that the psychological needs of autonomy, competence, and relatedness were met through the design of the boot camps. Learners reported feeling more confident and motivated to use English in real-life situations, which aligns with the findings of Lee and Park (2021), who demonstrated that fun, interactive language activities significantly enhance learner autonomy and confidence. However, areas for improvement, such as increasing oral communication practice to address lower confidence in speaking, were identified, corroborating the findings of Tan et al. (2020), who emphasized the role of structured peer interactions in overcoming cultural barriers to language use.

The immersive program features, including real-world applications and collaborative tasks, played a crucial role in enhancing language proficiency. This aligns with Nguyen and Pham (2022), who found that immersive learning environments improve language acquisition by providing meaningful contexts for language use. The use of gamification further supported learner engagement, as observed in studies by Saleem et al. (2022) and Bouchrika et al. (2021), which reported that game-like elements boost motivation and foster sustained engagement.

The study’s results also highlight the importance of aligning CSR initiatives with national educational goals, such as those outlined in the Malaysia Education Blueprint 2013-2025. By targeting underserved communities, CSR-backed boot camps address educational inequalities and promote social equity, echoing the findings of Johnson et al. (2022), who emphasized the role of CSR in fostering a sense of responsibility and empowerment among learners.

Despite the positive outcomes, the findings also reveal gaps that warrant further attention. For instance, while the boot camps were effective in enhancing autonomy and proficiency, the long-term sustainability of these impacts remains unclear. Future research could adopt longitudinal designs to assess sustained outcomes, as suggested by Brown and Miller (2023), who emphasized the need for extended evaluations of CSR initiatives in education. Additionally, exploring the scalability of such programs across diverse educational contexts, including rural and urban schools, could provide a more comprehensive understanding of their effectiveness (Rahman & Patel, 2020).

In conclusion, this study contributes to the growing body of literature on CSR in education by demonstrating the potential of English language boot camps to empower ESL learners. By integrating theoretical frameworks such as Constructivist Theory and Self-Determination Theory with innovative program designs, CSR-driven initiatives can create transformative learning experiences that enhance learner autonomy, confidence, and language proficiency. These findings underscore the importance of continued investment in CSR programs to address educational inequalities and support the broader goals of sustainable development in education (UNESCO, 2023).

CONCLUSION

This study has provided critical insights into the effectiveness of CSR-driven English language boot camps in fostering learner empowerment. The key findings indicate that such programs significantly enhance learner autonomy, confidence, and language proficiency, aligning with the principles of Constructivist Theory and Self-Determination Theory. The interactive, immersive activities in the boot camps effectively addressed the psychological needs of autonomy, competence, and relatedness, contributing to meaningful and sustained engagement among learners.

From a theoretical perspective, this study reinforces the value of integrating CSR into educational initiatives, demonstrating how gamification, collaborative tasks, and real-world applications can create impactful learning environments. Practically, the findings offer a blueprint for implementing CSR-backed educational programs, emphasizing the need for targeted interventions that address specific learner needs, particularly in underserved communities. By aligning these programs with national educational policies, such as the Malaysia Education Blueprint, stakeholders can ensure broader social equity and access to quality education.

However, the study is not without its limitations. First, the cross-sectional design captures only a snapshot of the program’s impact, leaving questions about the long-term sustainability of learner empowerment unanswered. Additionally, the study focused on a single educational context, limiting the generalizability of findings to other regions or demographic groups. Future research should consider longitudinal studies to evaluate the lasting effects of CSR-driven initiatives and explore their scalability across diverse educational settings. Comparative studies across rural and urban schools, as well as public and private institutions, could further illuminate the differential impacts of such programs.

In summary, this study underscores the transformative potential of CSR-driven English language boot camps in empowering ESL learners. By addressing both theoretical and practical dimensions, it provides a foundation for future research and policy development, emphasizing the need for sustained investment in CSR initiatives to bridge educational inequalities and foster inclusive growth in language education.

ACKNOWLEDGMENT

The authors would like to express their sincere gratitude to the Kedah State Research Committee, UiTM Kedah Branch, for the generous funding provided under the Tabung Penyelidikan Am. This support was crucial in facilitating the research and ensuring the successful publication of this article.

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