Speaker
Description
ABSTRACT
This TESOL paper explore how to create an English-rich learning environment beyond the classroom to improve university students’ speaking ability and overall communicative competence. Grounded in key theories of second language acquisition, learners’affective factors, and task-based language learning, the study emphasizes the role of out-of-class exposure in strengthening learners’opportunties to use English for real communication. It also analyzes typical chalenges in the university context, including limited speaking practice, anxiety, and low willingness to communicate.Based on the theoretical foundation and situational analysis, the paper proposes practical solutions for students, learning groups/clubs, and universities. These solutions focus on designing structured yet psychologically safe speaking tasks, integrating feedback mechanisms, and extendingEnglish use into meaningful contexts such as peer interaction, community engagement, and other out-of-class learning channels. The paper concludes that an English-rich environment beyond classroom activities can effectively support learners in transforming input knowledge into communicative output, thereby building confidence and sustainable speaking development.
Keywords: English-rich environment, beyond classroom, out-of-class learning, willingness to communicate, speaking development
