Extramural English (EE) courses may work better in developing students’ language and emotional-cognitive skills if the language engagement happens in a scientifically designed setting. To analyze this, an EE course was developed using a triangulation method between student interests, teacher knowledge, and subject potential. The course was rooted in the theories of willingness to communicate (WTC) and affinity space, by forming an interest group that provides the students with a friendly atmosphere to foster communication. The study employed a mixed method to analyze the qualitative and quantitative data collected using pre–post surveys, real-time surveys, and student interviews. The results showed a positive impact of EE on students’ language, affective, cognitive, and behavioral factors. Significant improvement in students’ overall and oral L2 proficiency, and holistic engagement through improved affective, cognitive, and behavioral variables was achieved after the intervention. The findings shared great insights into the pedagogy of L2 learning and teaching. The designed course showed significant improvement in the language and learner variables of the students.
Rafeek et al. (Thu,) studied this question.