ENHANCING 8TH GRADERS’ ENGLISH COMMUNICATION SKILL THROUGH EXTRACURRICULAR ACTIVITIES AT A LOWER SECONDARY SCHOOL IN THAI NGUYEN PROVINCE

Nguyen Thi Minh Nguyet

Dong Bam Lower Secondary school, Thai Nguyen

Nguyen Thi Dieu Ha

University of Economics – Technology for Industries, Ha Noi

Abstract

This study investigates the effectiveness of extracurricular activities (ECAs) in enhancing eighth graders’ English communication skills at Dong Bam Lower Secondary School in Thai Nguyen province. Adopting an action research design, the study involved 30 students over a six-week intervention period. The data were collected through pre- and post-tests, progress tests, questionnaires, and classroom observations. Quantitative results revealed substantial improvement in all communicative domains, with the most significant gains in interaction and grammar. Qualitative findings indicated enhanced motivation, confidence, and engagement, as 85% of participants reported positive attitudes toward learning English through ECAs. The study demonstrates that extracurricular activities provide meaningful, low-anxiety environments that encourage authentic language use and collaborative learning. It also highlights the value of ECAs as a complementary approach to traditional classroom instruction, promoting both linguistic and affective development. The findings suggest that integrating ECAs into formal English curricula can effectively transform language learning from a passive to an interactive process, equipping students with the communicative competence needed for real-world communication. Pedagogical implications, challenges, and recommendations for broader implementation are discussed.

Keywords: communication, communicative competence, language learning.

I. Introduction

In an era of increasing globalization, English has become a crucial medium for international communication, cultural exchange, and economic advancement. In Vietnam, the importance of English is emphasized by national educational reforms that position it as a core competency for the 21st century. Despite such emphasis, English instruction in many Vietnamese schools remains largely grammar-oriented, with limited opportunities for communicative practice. As a result, students, particularly at the lower secondary level, often lack the confidence and fluency to engage in real-life English communication.

Recognizing this limitation, the study conducted at Dong Bam Lower Secondary School in Thai Nguyen province sought to explore how extracurricular activities (ECAs) could enhance eighth graders’ English communication skills. The researcher observed that most students, though competent in grammar and vocabulary, were reluctant to speak English, frequently switching to their mother tongue and exhibiting anxiety and low confidence in communicative situations.

The study aimed to design, implement, and evaluate extracurricular English activities that could motivate students, build communicative competence, and foster positive learning attitudes. Specifically, the research sought to answer two questions:

(1) To what extent do extracurricular activities enhance 8th graders’ English communication skills?

(2) What are students’ attitudes toward learning English communication through extracurricular activities?

The study is significant in both theoretical and practical terms. Theoretically, it contributes to understanding how experiential learning and communicative language teaching principles apply in the Vietnamese context. Practically, it provides teachers with evidence-based methods to promote communicative competence through interactive, student-centered extracurricular programs.

II. Literature Review

1. Theoretical framework

Extracurricular activities are defined as structured, purposeful engagements outside formal classroom hours that contribute to learners’ intellectual, emotional, and social development (Fredricks & Eccles, 2021). They include academic clubs, cultural exchanges, drama, sports, and language-related events. In foreign language education, ECAs offer authentic contexts for meaningful language use, aligning with Communicative Language Teaching (CLT) and Experiential Learning Theory (Kolb, 2015). These theories emphasize learning through authentic interaction and reflection, asserting that language acquisition is most effective when learners use the target language to communicate real meaning rather than memorize grammatical forms.

From a psychological perspective, Self-Determination Theory (Ryan & Deci, 2020) explains how ECAs enhance motivation by satisfying learners’ needs for autonomy, competence, and relatedness. When students voluntarily join English clubs or participate in performances, they experience ownership over their learning and receive social reinforcement from peers, which increases engagement and confidence.

Sociocultural Theory (Vygotsky, 1978) also provides a foundation for understanding ECAs as sites of social interaction and scaffolding. Through collaboration with peers and guidance from teachers, students move from assisted performance to independent communication. In this sense, ECAs function as “zones of proximal development” where language learning is mediated by social practice.

2. Communication and Its Components

Communication is a dynamic process involving the exchange of ideas and emotions through verbal and nonverbal means. Scholars such as Beebe et al. (2021) and Burgoon et al. (2021) emphasize that effective communication entails encoding, transmission, decoding, and feedback within a specific context. In EFL learning, communication involves both linguistic competence (accuracy, vocabulary, grammar) and communicative competence (appropriateness, fluency, and strategic use).

Communication difficulties among Vietnamese learners often stem from limited vocabulary, poor pronunciation, and psychological barriers such as shyness and fear of mistakes (Horwitz, 2017). These issues inhibit active participation and reduce willingness to communicate. Therefore, language pedagogy must not only address linguistic form but also create environments that lower anxiety and increase motivation - conditions that ECAs can effectively provide.

3. Verbal and nonverbal communication

Verbal communication, including interpersonal, group, and public speaking, forms the core of oral language proficiency. ECAs such as storytelling, interviews, and debates cultivate these skills by engaging students in real-life exchanges. Nonverbal communication - gestures, posture, tone, and facial expressions - complements speech and enhances expressiveness. Drama and role-play in ECAs naturally integrate these components, allowing learners to convey meaning beyond words and develop confidence in performance-based communication.

4. Extracurricular activities and language learning

Research consistently demonstrates that ECAs strengthen academic motivation, self-efficacy, and communicative competence (Simoncini & Caltabiano, 2012; Albayrak & Şener, 2021). In foreign language education, ECAs bridge the gap between theory and practice by transforming passive learning into active, experiential engagement. Students who participate in English clubs, drama festivals, or language contests gain exposure to authentic communicative situations, thereby reinforcing classroom instruction and fostering autonomy.

In Vietnam, studies such as Tran (2013) and Nguyen & Pham (2016) found that participation in ECAs enhanced learners’ speaking fluency and willingness to communicate. However, most existing research has focused on university or urban high school settings, leaving a gap concerning lower secondary education in rural areas. This study addresses that gap by providing empirical evidence from a provincial school context.

III. Methodology

1. Research design

The study adopted an action research design, enabling the researcher to identify classroom problems, implement interventions, observe outcomes, and reflect on practice (Burns, 2010). The approach aligns with the goal of improving teaching and learning within a specific educational setting. Both quantitative and qualitative data were collected to ensure comprehensive evaluation.

2. Participants

The research took place at Dong Bam Lower Secondary School in Thai Nguyen province during the 2024–2025 academic year. The participants were 30 eighth-grade students (including 14 boys and 16 girls). Most displayed moderate to low proficiency in English, particularly in speaking. Initial classroom observations revealed that students were hesitant to communicate, often avoided English use, and lacked confidence in pronunciation and fluency.

3. Instruments

The data were gathered through:

• Questionnaires (pre- and post-intervention) to measure students’ attitudes toward English communication and extracurricular activities.
• Pre-tests and post-tests to assess communicative competence, focusing on fluency, vocabulary, grammar, and interaction.
• Progress tests to monitor weekly improvement.
• Classroom observations to capture behavioral and affective changes during ECAs.

4. Procedure

The study followed four action research stages: planning, acting, observing, and reflecting.

• Planning: The researcher identified communicative weaknesses and designed ECAs (e.g., English clubs, storytelling, debates, singing competitions).
• Acting: ECAs were implemented twice a week over six weeks.
• Observing: Data were collected systematically through observation checklists, test scores, and student reflections.
• Reflecting: Results were analyzed to evaluate the impact and derive pedagogical insights.

5. Data analysis

Quantitative data were processed using SPSS to compute mean scores and percentage differences between pre- and post-tests. Qualitative data from questionnaires and observations were analyzed thematically to interpret patterns of motivation, confidence, and engagement.

IV. Findings and Discussion

1. Pre-questionaire results

Before the extracurricular activities were implemented, the overall attitudes of the 30 eighth-grade students toward English communication were relatively modest. The pre-questionnaire results indicate that while some students showed a certain degree of interest in learning English, the majority still felt uncertain, anxious, or unmotivated about communicating in the target language.

Table 1: Students' attitudes before participating in extracurricular activities

Just 10% of students (3 learners) strongly agreed with the first question, "I enjoy participating in extracurricular activities," whereas 33.3% of students (10 learners) agreed. In contrast, 23.4% (7 students) indicated dissent or strong disagreement, while 33.3% (10 students) selected a neutral option. These numbers imply that while some students had a favorable attitude toward extracurricular learning, a sizable portion remained apprehensive, maybe as a result of their lack of prior exposure to such activities.

Regarding confidence, only 26.6% (8 students) agreed with the statement, "I feel confident when communicating in English with each other," while 33.3% (10 students) disagreed and 40% (12 students) were undecided. This suggests that when speaking English, the majority of students lacked confidence. This was caused by a number of variables, including the limited vocabulary of the students, the tendency for classroom activities to prioritize accuracy over fluency, and the fact that their grammatical knowledge was frequently memorized rather than applied. Additionally, students were reluctant and afraid of making mistakes because there were few opportunities for spontaneous speaking in the usual classroom setting.

There were16 students, counting for 53.3% of the total, agreed or strongly agreed that they frequently experienced anxiety or nervousness when communicating in English. A mix of affective and linguistic elements are responsible for this elevated level of fear. Particularly when it came to English sounds that are different from Vietnamese phonology, many students lacked confidence in their ability to pronounce words correctly. Furthermore, exam-focused English communication instruction frequently led students to see communicating as a test of accuracy rather than as a spontaneous conversation. Their nervousness during speaking assignments was also heightened by their concern of receiving a poor grade from professors and peers.

In contrast to 36.7% (11 students) who disagreed and 33.3% (10 students) who remained indifferent, 26.7% (8 students) agreed with the statement "I can express my ideas clearly in English" and 3.3% (1 student) strongly agreed. This outcome demonstrates how little the children can express themselves. Their ability to articulate thoughts or recount experiences was hampered by their inability to construct cohesive sentences and retrieve suitable language. These problems most likely result from an excessive dependence on textbook dialogues, which do not encourage natural language use, and a lack of communicative practice.

Thirty percent (9 students) were neutral, and another thirty percent (9 students) disagreed or severely disagreed with the statement, "I actively participate in English communication activities in class." Twelve students, or 40% of the total, agreed or strongly agreed with this statement. This pattern suggests that student engagement is not uniform. There is little time for individual speaking turns because English classes in many Vietnamese secondary schools are teacher-centered and usually have more than 30 students. As a result, some students participate enthusiastically while others watch passively.

There was considerable disagreement among students regarding the value of extracurricular activities. Of the 15 students who responded, just half thought that these kinds of activities may help them become better communicators. The other half were unsure or doubtful. Their lack of exposure to engaging, communicative activities outside of the classroom is probably the cause of this doubt. It's possible that students overestimated the teaching benefit of extracurricular activities because they saw them as social rather than instructive.

There was also room for improvement in the motivational component. Just 13.3% (4 students) agreed with the statement, "I feel more motivated to learn English after participating in extracurricular activities," whereas 56.7% (17 students) disagreed and 10% (3 students) were undecided. Repetitive classroom routines, courses that have no application in real life, and a lack of exposure to real-world communication situations are some of the factors that contribute to poor motivation. Students' intrinsic motivation was diminished because they tended to link learning English with academic achievement rather than communication.

Fluency was also another important drawback. Just 20% (6 students) agreed with the statement, "I can communicate more fluently and naturally in English," while 60% (18 students) disapproved or strongly disagreed. This result is indicative of the prevalence of rote learning in Vietnamese English instruction, where students frequently prioritize written assessments and grammar above natural conversation. Students struggled to communicate fluently and confidently in the absence of interactive speaking experiences.

Lastly, just 10% (3 students) agreed with the statement that they "enjoy using English in real-life situations outside the classroom," while 60% (18 students) disagreed or strongly disagreed and 30% (9 students) were neutral. This demonstrates unequivocally how infrequently pupils used English in real-world situations. Few opportunities for English-language contact outside of school were offered by the school's rural or semi-urban setting, and their communicative proficiency was further limited by their limited exposure to the language in everyday situations.

According to the pre-questionnaire results, the majority of students had low desire, poor fluency, and significant anxiety when communicating in English prior to the intervention. Traditional grammar-based training, a lack of exposure to authentic communication, and a lack of opportunity for confidence-building are the causes of these difficulties. According to the results, extracurricular activities are necessary as a substitute teaching strategy that enables children to practice English in a laid-back, real-world, and cooperative setting, supporting their linguistic and emotional development.

2. Post-questionaire results

Table 2. Students’ attitudes after participating in extracurricular activities

It can be seen from Table 2 that students' answers demonstrate a noticeable increase in their motivation and English communication skill following extracurricular activity participation. The intervention had a significant impact, as seen by the overwhelming majority of the thirty students in class 8A who voiced positive sentiments on every statement.

A significant number of responders expressed excitement about how much students love participating in extracurricular activities. In particular, only one student (counting for 3.3%) disagreed and two students (counting for 6.7%) were neutral, whereas 14 students (counting for 46.7%) agreed and 13 students (counting for 43.3%) strongly agreed that they appreciated taking part in these events. The fact that 90% of the replies were favorable shows that the extracurricular program was successful in fostering an engaging and joyful atmosphere for learning English.

In contrast to just two students (counting for 6.7%) who disagreed and six students (20%) who stayed neutral, 15 students (counting for 50%) agreed and seven students (counting for 23.3%) strongly agreed that they felt confident when interacting in English. These results show that after having more chances for in-person engagement during extracurricular activities, the majority of students gained confidence and comfort speaking in English.

Thirteen students (counting for 43.3%) reported feeling worried or uncomfortable when speaking in English. Of them, three students (counting for 10%) strongly disagreed with the statement, "I often feel nervous or anxious," and ten students (33.3%) disagreed. Only nine students (30%) agreed or strongly agreed, while eight students (counting for 26.7%) were neutral. Compared to before the intervention, this pattern shows a discernible decrease in anxiety, indicating that students' fear of speaking English was lessened by repeated exposure and unstructured practice.

The majority of students demonstrated growth in their capacity to articulate their thoughts clearly. Only 3 students (counting for 10%) disagreed and 5 students (counting for 16.7%) were neutral, but 15 students (counting for 50%) agreed and 7 students (23.3%) strongly agreed that they could communicate their thoughts more clearly in English. Interactive exercises like group discussions, presentations, and games probably contributed to this increase by giving students the chance to practice speaking freely and confidently about their beliefs. Lastly, 15 students (50%) agreed and 6 students (counting for 20%) strongly agreed that they actively participated in class discussions regarding their involvement in English communication activities. Seven students (counting for 23.3%) remained neutral, while just two students (counting for 6.7%) disagreed. This finding suggests that participation in extracurricular activities improved classroom engagement, motivating learners to apply English more frequently during lessons.

Overall, the post-questionnaire results unequivocally show that most students gained more confidence, more positive attitudes, and improved English communication skill after participating in extracurricular activities. These gains can be ascribed to the extracurricular program's genuine, relaxed, and cooperative atmosphere, which enabled students to practice language use in entertaining and relevant circumstances.

3. The progress test’s result

Table 3. The progress test’s result

After engaging in English-language extracurricular activities, students' average scores from week 1 to week 9 demonstrated improvements and noticeable advancements. In particular, the average score for the first stage (week 1) was only 6.0, indicating that students' English competence was still quite low. However, the outcomes greatly improved as a result of the learning process and involvement in extracurricular activities.

Students' average scores steadily rose from 6.0 to 7.0 between weeks one and five . This demonstrates consistent growth, indicating that pupils have initially shown an interest in studying and have grown more comfortable commnunicating English. The average score increased from 7.4 (week 7) to 8.1 (week 11), indicating a considerable improvement in learning outcomes. This demonstrates that involvement in extracurricular activities fosters the development of communication skill, teamwork, and the ability to use language in authentic situations in addition to helping students retain the material they have learned in class.

Overall, the consistent upward trend of average scores over the course of the 11 weeks demonstrates the evident value of extracurricular activities in raising the standard of English language instruction. The study's findings also support the idea that planning extracurricular English-language activities is a good idea and should be supported throughout the teaching and learning process in order to inspire students, spark their interest, and help them communicate more effectively.

It can be affirmed that after participating in extracurricular activities in English, students have achieved a clear breakthrough in their studies. If in the early stages, the learning results were only average (6.0 points), then by the end of the process, the average score had increased to a good level (8.1 points). This continuous improvement not only demonstrates the ability to master knowledge and language skills, but also reflects the students' positive learning attitude, initiative and enthusiasm. This proves that implementing extracurricular activities in English is the right direction, contributing to creating a strong change in the quality of teaching and learning English in secondary schools.

4. Result from tests

4.1. Pre-test results

Table 4: Pre-test results of students’ communicating performance

Before applying the extracurricular activities, a pre-test was given to assess student's initial communicative performance in English. The findings, as shown in Table 4, suggest that learners' overall performance was low to moderate across all four communicative criteria, with mean scores ranging from 2.4 to 2.7 on a five-point scale.

The students received the highest mean score in Vocabulary (M = 2.7), indicating that they had a basic set of words to describe simple ideas, while their lexical variety remained limited. The mean Communication score (M = 2.5) was slightly lower, showing that pupils could communicate fundamental messages but lacked fluency and confidence in spontaneous engagement. Meanwhile, Grammar (M = 2.4) and Interaction (M = 2.4) had the lowest means among the four criteria. This means that pupils struggled to apply grammatical rules effectively during conversation and lacked confidence in maintaining active connection with others.

Overall, the pre-test results show that students' communication skill was still inadequate prior to intervention. They demonstrated some ability to produce simple language but required significant improvement in fluency, grammatical precision, and interactional methods.

4.2. Post-test results

Table 5: Post-test results of students’ communicating performance

After implementing extracurricular activities, a post-test was administered to assess the improvement in students' English communication skill. From Table 5, the number of pupils scored much higher on all four communicative criteria compared to the pretest. The mean scores ranged from 3.7 to 4.0, indicating an improvement in overall communicative skill.

The students had the highest mean score in Interaction (M = 4.0), indicating a significant improvement in their ability to participate actively and confidently in conversations. They were more eager to take turns, respond to others, and maintain communication in a variety of speaking situations. The Grammar criteria (M = 3.9) also showed a significant increase, indicating that students could use grammatical structures more accurately and flexibly in spoken English. Similarly, Vocabulary (M = 3.8) improved significantly, indicating that students increased their lexical resources and used relevant expressions more successfully in conversation. The Communication criterion (M = 3.7), albeit significantly lower than the others, demonstrates clear development. Students became more articulate and secure in expressing their thoughts, and they could deliver messages more coherently than previously.

Overall, the post-test results show that extracurricular activities improved and significantly impacted students' English communicative skills. Their improvements in all four categories demonstrate the intervention's success in promoting both linguistic and interactive aspects of communication.

V. Conclusion

This study demonstrates that extracurricular activities significantly improve eighth graders’ English communication skills. The integration of ECAs into the English program at Dong Bam Lower Secondary School led to measurable gains in fluency, vocabulary, grammar, and interaction. More importantly, students developed positive attitudes, higher motivation, and greater confidence in using English. The findings have several implications for educators and policymakers:

• Integrating ECAs into Curriculum: ECAs should be viewed as essential components of English education rather than optional additions.
• Teacher Training: Teachers should receive professional development in activity-based and experiential pedagogy.
• Institutional Support: Schools should allocate time, space, and resources for ECA programs.
• Student empowerment: Encouraging student-led clubs fosters autonomy and leadership.

The study was limited by its small sample size and short duration. Future research should involve multiple schools and longer interventions to assess sustainability. Further studies might also examine digital or online ECAs to expand access and engagement.

The study affirms that extracurricular activities serve as powerful catalysts for enhancing communicative competence in EFL contexts. By transforming learning from a passive to an interactive process, ECAs not only improve language proficiency but also nurture self-confidence, cooperation, and lifelong learning habits. In the broader Vietnamese educational context, adopting extracurricular approaches can play a pivotal role in producing communicatively competent and globally minded citizens.

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