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

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.

Enhanced Language Learning (TELL)

ELA is triggered by a pressing challenge encountered by selected higher education institutions that only allow

limited contact hours and academic credit in learning English proficiency courses. This drawback needs to be

addressed urgently as students at higher education are expected to be proficient in English Language for it is a

‘compulsory’ skill required by industry players (Satwant Singh et al., 2025). Apart from that, many research

has revealed positive correlations between poor language proficiency with negative emotional constructs such

as foreign language anxiety (FLA) (Li and Dewaele, 2021; Sudina and Plonsky, 2021). Anxiety related to

language learning is a complex and intricate psychological dimension that can become a barrier for second or

foreign language learners (Aslan & Thompson, 2018). Foreign language anxiety also may significantly affect

language experience, negative evaluation, and self-evaluation” (Mede and Karaırmak, 2017, p. 119). One of

English Language Activities (ELA) is a pioneer project to assist students at higher education to have

communication and presentation skills by affording them with the opportunity to use English language while

completing ELA tasks in an informal and non-threatening setting. The preparation of ELA is guided and

informed primarily by the principles of CEFR that give emphasis to communicative language tasks and

placement of language learners as social agents (Council of Europe, 2020). Additionally, constructs from

Benson (2011) on language learning beyond classroom like out-of-class learning, informal learning, self-

instructed pedagogy, and autonomous and self-regulated learners are also utilised. To further concretised the

learning with sufficient guidance from facilitators as proposed by Reinders and Benson (2017). ELA embodies

tasks with the overall aim to improve learners’ proficiency and confidence in using the language.

proficiency courses. These credited courses are to be conducted in classrooms and assessed either in a form of

summative or formative to measure the attainment of learning outcomes. Due to limited hours of formal

engagement with the English language during formal learning, it is essential to complement the process of

language learning with informal activities to be completed beyond classrooms. The nature of informal learning

itself is an effective means to reduce learners’ anxiety level when using English. Learners are placed in groups

with their peers, and they are given several language tasks to be completed within a flexible amount of time. In

terms of pedagogy, each group is facilitated by a facilitator to offer guidance and support for learners while

completing the assigned language tasks. Overall, ELA is self-directed and self- regulated by learners

themselves.

This study employed a quantitative survey research design to examine the perceived benefits of students’

descriptive analysis.

Data were collected using a questionnaire adapted from Lee (2023); Jin et al. (2020) and Horwitz & Horwitz,

1986). The adapted questionnaire was validated through expert review. After further refinement to the items in

the questionnaire, it went through a pilot testing phase to assess the questionnaire's clarity, validity, and

reliability. Feedback was used to refine the wording of certain items, improve layout, and ensure content

relevance. Cronbach’s alpha for the revised scale was 0.89, indicating high internal consistency. The

questionnaire was distributed online via Google Forms throughout Semester II 2024/2025. Clear instructions

were provided, and informed consent was obtained electronically. Students were assured of the anonymity and

confidentiality of their responses. Responses from the survey were descriptively analysed using Statistical

responses to the ELA tasks and the opportunity to practice English outside formal classrooms (see Table 1).

beyond classrooms (N=86)

The findings in Table 2 reveal that more than 60% of the respondents reported that they feel less anxious when

participating in English conversations online. Almost 70% of the respondents expressed that the use of digital

platforms to complete the ELA tasks help reduce their fear of making mistakes in English and easier to express

themselves in English online than in in-person settings.

reduce language anxiety (N=86).

The findings also strongly suggest that ELA activities, particularly those mediated through digital platforms,

are effective in reducing learners’ English language anxiety. The highest mean score (M = 4.13) was for the

item on peer support, which highlights the importance of social presence and emotional reassurance in

reducing anxiety. This supports the Technology-Enhanced Language Learning (TELL) perspective, where

online environments provide reduced pressure, increased reflection time, and less fear of negative evaluation,

education institution, is contextually superior and unique as it is one of the first innovations in language

comprising CEFR-based ELA modules, task sheets, teacher guidelines, rubrics, student progress trackers, and

anxiety monitoring tools. Additionally, this innovation will be transferred into a mobile application that offers

interactive beyond-the-classroom language learning tasks, reflection journals, self- assessment features, and

digital badges that are aligned with CEFR competencies. In addition, apart from providing a platform for

students to enhance their communication skills and language confidence using English, the mobile app also

integrates principles of mental wellness and self-efficacy, making it a powerful pedagogical tool for alleviating

language anxiety.

learning frameworks. Its novel integration of CEFR constructs and principles, emotional resilience, and digital