Empowering ESL Learners: The Role of Fun Language Activities in Developing Autonomous Learning in Highly Immersive Programs

Sharina Saad, Amelia Abdullah and Nur Syazwanie Mansor
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Sharina Saad: Academy of Language Studies, Universiti Teknologi MARA Cawangan Kedah, Kampus Sungai Petani
Amelia Abdullah: School of Educational Studies, Universiti Sains Malaysia, Pulau Pinang
Nur Syazwanie Mansor: Academy of Language Studies, Universiti Teknologi MARA Cawangan Kedah, Kampus Sungai Petani

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 9, 42-53

Abstract: This conceptual paper examines the role of fun language activities in fostering learner autonomy within Highly Immersive Programs (HIPs) for ESL learners. Traditional ESL teaching methods often struggle to maintain student engagement and promote self-directed learning, underscoring the need for innovative approaches. Drawing on theories of Constructivism, Self-Determination, and Experiential Learning, this paper argues that integrating fun activities such as games, role-playing, and interactive tasks within HIPs can significantly enhance learner autonomy. The paper employs a conceptual framework to explore how these activities contribute to increased motivation, engagement, and self-regulation among ESL learners. It synthesizes existing literature and theoretical perspectives to demonstrate that fun activities not only make learning more enjoyable but also create a conducive environment for autonomous learning. The proposed framework hypothesizes a positive correlation between the frequency of fun activities and the development of self-directed learning behaviors. Key findings from the conceptual analysis suggest that fun language activities play a critical role in promoting autonomy by shifting the focus from teacher-centered instruction to student-centered learning. The paper also discusses the practical implications for ESL educators, emphasizing the need to integrate these activities into curricula to foster a more dynamic and effective learning environment. However, the paper acknowledges the need for empirical research to validate these concepts and explore their applicability across diverse educational contexts. Future research directions are proposed to expand on these findings and refine the framework

Date: 2024
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