Impact of Online English-Speaking Clubs on College Students’ Speaking Proficiency
Keywords:
college students, online learning, English-speaking club, speaking proficiencyAbstract
This quantitative study investigated the impact of participating in an online English-speaking club on college students’ speaking proficiency in Banjar. Using a quasi-experimental post-test design, forty undergraduate students were selected as the experimental group. Participants completed a pre-test and post-test to measure improvements in their speaking ability before and after engaging in club activities. The three-month program, conducted from June to July 2025, provided a virtual platform for students to practice English through interactive sessions such as discussions, presentations, storytelling, speeches, and debates. Data were collected through semi-structured interviews featuring open-ended questions to capture students’ perceptions of their learning experience. The results revealed significant improvements in students’ speaking proficiency and confidence, indicating that the English-speaking club offered a supportive and motivating environment for language practice. Students reported greater fluency, better vocabulary use, and reduced anxiety when speaking in English. Overall, the study concludes that online English-speaking clubs serve as an effective strategy for enhancing students’ speaking skills and communicative competence in a non-traditional, collaborative learning context.
References
Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. The International Review of Research in Open and Distributed Learning, 12(3), 80–97. https://doi.org/10.19173/irrodl.v12i3.890
Babbie, E. (2010). The practice of social research (12th ed.). Wadsworth Cengage Learning.
Benson, P. (2011). Teaching and researching autonomy (2nd ed.). Routledge.
Brown, H. D., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4th ed.). Pearson Education.
Brown, G., & Yule, G. (2000). Teaching the spoken language. Cambridge University Press.
Chiu, T. K. F., Lin, T. J., & Lonka, K. (2010). Motivation and learning strategies in online learning. Educational Research Review, 5(1), 24–44. https://doi.org/10.1016/j.edurev.2009.11.001
Cornbleet, S., & Carter, R. (2002). The language of speech and writing. Routledge.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Diyyab, E. A., Abdel-Haq, E. M., & Aly, M. A. (2013). Using a multimedia-based program for developing student teachers’ EFL speaking fluency skills. Journal of Faculty of Education, 2(1), 56–78.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.
DuFour, R. (2004). What is a professional learning community? Educational Leadership, 61(8), 6–11.
El Sakka, S. M. F. (2016). Developing EFL students’ speaking skills and willingness to communicate through oral communication strategies. English Language Teaching, 9(6), 1–16. https://doi.org/10.5539/elt.v9n6p22
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education (7th ed.). McGraw-Hill.
Galanes, G. J., & Adams, K. (2013). Effective group communication: Theory and practice (4th ed.). McGraw-Hill Education.
Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The Internet and Higher Education, 13(1–2), 5–9.https://doi.org/10.1016/j.iheduc.2009.10.003
Harmer, J. (2015). The practice of English language teaching (5th ed.). Pearson Longman.
Hijrah, N., & Umar, A. (2021). The effect of English club activities on students’ speaking competence. Indonesian Journal of English Language Teaching and Applied Linguistics, 6(1), 99–110. https://doi.org/10.21093/ijeltal.v6i1.903
Hrastinski, S. (2019). What do we mean by blended learning? TechTrends, 63(5), 564–569. https://doi.org/10.1007/s11528-019-00375-5
Hussein, G. (2001). The attitudes of undergraduate students towards motivation in learning English. Arab World English Journal, 2(4), 56–70.
Khalil, M., Awan, R., & Haider, K. (2019). The role of English speaking skills in students’ academic success. Journal of Education and Practice, 10(5), 43–50.
Khan, B. H. (2021). Managing e-learning strategies: Design, delivery, implementation, and evaluation. IGI Global.
Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford University Press.
Melviza, N., Maimunah, M., & Indriani, N. (2017). The role of English club in improving students’ speaking skill. Studies in English Language and Education (SiELE), 4(1), 70–81. https://doi.org/10.24815/siele.v4i1.7001
Mouleka, K. (2013). The impact of English clubs in promoting learners’ speaking skills. International Journal of English Language Teaching, 1(2), 32–40.
Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL listening and speaking. Routledge.
Pereira, A., Pleguezuelos, E., Merí, A., Molina-Ros, A., Molina-Tomás, M. C., & Masdeu, C. (2013). Using online role play for learning English as a foreign language. Innovation in Education and Teaching International, 51(6), 580–589. https://doi.org/10.1080/14703297.2012.760772
Richards, J. C. (2008). Teaching listening and speaking: From theory to practice. Cambridge University Press.
Richards, J. C. (2017). Curriculum development in language teaching (2nd ed.). Cambridge University Press.
Salem, A. A. M. S. (2014). The effect of speaking anxiety on EFL learners’ oral performance. Arab World English Journal, 5(1), 225–240.
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton Mifflin.
Wang, S., & Vasquez, C. (2012). Web 2.0 and second language learning: What does the research tell us? CALICO Journal, 29(3), 412–430. https://doi.org/10.11139/cj.29.3.412-430
Xu, X. (2018). The effect of English clubs on improving speaking skills among university students. Journal of Language Teaching and Research, 9(4), 856–861. https://doi.org/10.17507/jltr.0904.09
Downloads
Published
Issue
Section
License
Copyright (c) 2026 MULTILITERA: Journal of Multidisciplinary Literacy
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
