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

Sharina Saad, Azyyati Anuar and Alia Nabella Fateha Zolkifli
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Sharina Saad: Academy of Language Studies, Universiti Teknologi Mara Kedah Branch, Malaysia
Azyyati Anuar: Faculty of Business Management, Universiti Teknologi Mara Kedah Branch, Malaysia
Alia Nabella Fateha Zolkifli: School of Humanities, Universiti Sains Malaysia, Main Campus Pulau Pinang, Malaysia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 1, 3033-3047

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.

Date: 2025
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