PEOPLE‘S DEMOCRATIC REPUBLIC OF ALGERIA MINISTRY OF HIGHER EDUCATION AND SCIENTIFIC RESEARCH MOHAMED EL BACHIR EL IBRAHIMI UNIVERSITY BOURDJ BOU ARRERIDJ Faculty of Letters and Languages Department of English A Dissertation Submitted in Fulfillment of the Requirements for the Degree of Master of Arts in Teaching English as a Foreign Language (TEFL) By: Supervisor: - Ms. Asma Madoui - Mr. Mustapha Habitouche - Ms. Rayane Boussoualim Board of Examiners University of BBA Mr. Abdenour Benhamimid President University of BBA Mr. Mustapha Habitouche Supervisor University of BBA Dr. Amar Benchamla Examiner Academic Year: 2024-2025 Exploring the Role of Foreign Language Clubs in Enhancing Linguistic Proficiency and Cultural Awareness among Middle School Learners I Declaration We hereby solemnly declare that the work we are going to present in this thesis ―Exploring the Role of Foreign Language Clubs in Enhancing Linguistic Proficiency and Cultural Awareness among Middle School Learners‖ is our own to the limits of our knowledge, has not been submitted before to any other institution or university or degree and all sources that we have used and quoted from have been indicated by means of complete references. This work is to be carried out and completed at the University of Bordj Bou Arreridj. Date: June 2025 Signature Miss. Boussoualim Rayane Miss. Madoui Asma II Abstract The current study explores the role of foreign language clubs in enhancing linguistic proficiency and cultural awareness among middle school learners. To be more precise, the study aims to achieve three main objectives. First, it examines how participation in foreign language clubs impacts students‘ language skills, including vocabulary acquisition, speaking, listening, reading, and writing. Second, it explores the extent to which foreign language clubs foster cultural awareness and appreciation for diverse cultures among middle school students. Third, it identifies the challenges faced by students in integrating extracurricular language activities into the learning process and to suggest effective strategies for enhancing the impact of foreign language clubs. In order to meet these objectives, the qualitative method approach is adopted; hence, data are collected from the interview directed to English teachers at different middle schools at Bordj Bou Arreridj and a classroom observation done with fourth year middle school students at Sallah Abdelli Middle School in Ras El Oued, Bordj Bou Arreridj. The findings displayed that participation in foreign language clubs significantly improved students' linguistic proficiency and cultural awareness. Students demonstrated increased language skills, including speaking and listening, and developed a deeper appreciation for diverse cultures. However, challenges such as language barriers, limited resources, and time constraints were noted, impacting the effectiveness of the clubs. Key Words: English club, Linguistic proficiency, Cultural awareness, extracurricular activities. III Acknowledgements We sincerely thank our supervisor, Mr. Habitouche Mustapha for his invaluable support and guidance throughout our research process. Mr. Habitouche patience, consideration, and provision of evidence have greatly facilitated our academic endeavors, allowing us the freedom to explore and contribute. We are grateful to the esteemed board of examiners who kindly agreed to evaluate this research work, their expertise, critical insights and valuable feedback will undoubtedly contribute to the refinement and advancement of this study. We also express our heartfelt recognition to the faculty members of the Department of English at the University of Bordj Bou Arreridj. Our deepest gratitude goes to our families, whose unwavering support and belief in our abilities have been instrumental in our academic journey. We appreciate their constant encouragement and understanding. We also extend our thanks to our friends for their valuable suggestions, which have enriched our work. Their input and perspectives have shaped the outcome of this research Finally, our appreciations go also to all middle school EFL teachers for their help and cooperation in answering the interview and we also would like to thank fourth year students at Sallah Abdelli Middle School in Ras El Oued, Bordj Bou Arreridj for their help and seriousness during the classroom observation. IV Dedication We dedicate this thesis to our families, whose constant support, love, and sacrifices have been the foundation of our journey. To our parents your belief in us gave us strength, and your encouragement never failed, even in the toughest moments. To our friends and loved ones thank you for your presence, your patience, and your uplifting words when we needed them most. To our professors and mentors your guidance and insight shaped our thinking and helped us grow. And to each other for the teamwork, trust, and friendship that made this work possible. This thesis is a reflection of shared effort, mutual respect, and a journey we are proud to have taken together. V Table of Contents Declaration ....................................................................................................................................... I Abstract ........................................................................................................................................... II Acknowledgements ....................................................................................................................... III Dedication ..................................................................................................................................... IV List of Tables ...................................................................................................................................X List of Abbreviations and Acronyms ............................................................................................ XI General Introduction 1. Background of the Study ........................................................................................................... 3 2. Statement of the Problem ............................................................................................................ 5 3. Research Questions and Hypothesis ........................................................................................... 5 4. Objectives of the Study ............................................................................................................... 6 5. Significance of the Study ............................................................................................................ 6 6. Overview of the Methodology .................................................................................................... 7 7. Definitions of Key Terms ............................................................................................................ 7 8. Organizations of the Thesis ......................................................................................................... 8 Chapter One: Literature Review Introduction ................................................................................................................................. 9 1.1. Teaching English as a Foreign Language in the Algerian Context ...................................... 9 1.2. Theories of Language Acquisition ......................................................................................11 VI 1.2.1. The Behaviorist Theory .......................................................................................... 13 1.2.2. The Generative Grammar Theory ........................................................................... 13 1.2.3. The Cognitive Theory ............................................................................................. 14 1.2.4. The Comprehensible Input Theory ......................................................................... 15 1.3. Strategies of Second Language Learning ....................................................................... 16 1.3.1. Cognitive Strategies ................................................................................................ 16 1.3.2. Mnemonic Strategies .............................................................................................. 16 1.3.3. Metacognitive Strategies ......................................................................................... 17 1.3.4. Compensatory Strategies ........................................................................................ 17 1.3.5. Affective Strategies ................................................................................................. 17 1.3.6. Social Strategies ...................................................................................................... 18 1.4. Extracurricular Activities in Language Learning ........................................................... 18 1.4.1. Foreign Language Clubs ......................................................................................... 19 1.4.1.1. Benefits of Foreign Language Clubs in Language Learning ....................................... 22 1.4.1.1.1. Personal Growth.................................................................................................... 22 1.4.1.1.2. Confidence ............................................................................................................ 23 1.4.1.1.3. Motivation ............................................................................................................. 25 1.4.1.1.4. Social Interaction .................................................................................................. 25 1.5. Cultural Awareness in Language Learning ........................................................................ 26 1.5.1. Intercultural awareness and Intercultural Competence ............................................... 28 VII 1.5.2. The Importance of Integrating Cultural Learning in Educational Curriculum ........... 30 1.5.3. The Role of Foreign Language Clubs in Fostering Cultural Awareness .................... 31 1.6. Foreign Language Clubs and Linguistic Proficiency......................................................... 32 1.6.1. Language Proficiency ................................................................................................. 32 1.6.2. The Impact of Foreign Language Clubs on Students‘ Language Skills ..................... 34 1.7. Challenges of Foreign Language Clubs ............................................................................. 36 Conclusion ................................................................................................................................ 37 Chapter Two: Research Methodology, Data Analysis & Discussion Introduction ............................................................................................................................... 38 2.1. Research Design................................................................................................................. 38 2.2. Research Approach ............................................................................................................ 39 2.3. Research Settings ............................................................................................................... 41 2.4. Population and Sampling ................................................................................................... 42 2.5. Data Collection Procedure ................................................................................................. 43 2.5.1. The Teachers Interview............................................................................................... 43 2.5.2. Classroom Observation ............................................................................................... 45 2.6 Data Analysis Procedures ................................................................................................... 46 2.7. Display and Analysis of the Teachers Interview Findings ................................................. 47 2.8. Display and Analysis of the Classroom Observation Findings .......................................... 70 2.8.1. Observations Related to Role Play ............................................................................. 71 VIII 2.8.2. Observations Related to Debate .................................................................................. 74 2.8.3. Observations Related to Bingo Game ......................................................................... 75 2.9. Discussion of the Results ................................................................................................... 79 2.9.1. Discussion of the Teachers‘ Interview Results ........................................................... 79 2.9.2. Discussion of the Classroom Observation Results ..................................................... 80 Conclusion ................................................................................................................................ 81 Chapter Three: Conclusion and Recommendations 3.1. General Conclusion ............................................................................................................ 83 3.2. Implications and Recommendations .................................................................................. 85 3.3. Recommendations for Teachers in Foreign Language Clubs ............................................ 86 3.4. Recommendations for Students in Foreign Language Clubs ............................................. 87 3.5. Limitations and Suggestions for Further Research ............................................................ 87 References Appendices Appendix A: Teachers‘ Interview Appendix C: Some Pictures of the Role play Appendix D: Some Pictures of the Debates Appendix E: Some Pictures of UNO card game as a recreational activity الملخص Résumé IX X List of Tables Table 2.1. Preliminary Data Gathered from Classroom Observation about Club Content and Conduct ……………………………………………………………………………………..71 XI List of Abbreviations and Acronyms CA: Cultural Awareness EA: Extracurricular Activities EC: English Club EFL: English as a Foreign Language L2: Second Language QCA: Qualitative Content Analysis SLA: Second Language Acquisition Q: Question General Introduction 1 General Introduction 1. Background of the Study ........................................................................................................... 3 2. Statement of the Problem ............................................................................................................ 5 3. Research Questions and Hypothesis ........................................................................................... 5 4. Objectives of the Study ............................................................................................................... 6 5. Significance of the Study ............................................................................................................ 6 6. Overview of the Methodology .................................................................................................... 7 7. Definitions of Key Terms ............................................................................................................ 7 8. Organizations of the Thesis…………………………………………………………………….8 2 General Introduction Learning a second or foreign language is an art, yet skilled learners intend to master this art best. This entails learning a second or foreign language in non-native contexts under which teaching principles, strategies, and approaches to English instruction are applied to enhance students‘ diverse linguistic skills, including acquisition, learning, and comprehension, enriching their learning experiences. Therefore, teaching a foreign language requires being both able and knowledgeable about the different aspects of the foreign language and society, and try to convey them as well to language learners. Generally, these abilities and knowledge reflect the linguistic proficiency, sociolinguistic, cultural, and communicative competencies of the language learner. Accordingly, different linguists have acknowledged the importance role of foreign language clubs in enhancing linguistic proficiency and cultural awareness among EFL learners. Recently, the ability to communicate effectively in multiple languages and appreciate diverse cultures is crucial for learners‘ competencies and educational growth. Hence, foreign language clubs offer an interactive setting where EFL learners can practice language skills outside the classroom, as well as gaining exposure to different cultures. Thereon, English clubs provide opportunities for learners to develop practical communication skills, fostering a deeper understanding of the language they are learning and the cultures associated with it. Furthermore, limited research shed the light on the effectiveness of foreign language clubs in improving learners‘ abilities and cultural awareness; however, they are integrated into school curriculums since many students engage in participating in English clubs without fully realizing the benefits in terms of both language acquisition and cultural appreciation. As a result, it is essential to explore how participation in English clubs contributes learners‘ language skills and cultural diversity comprehension. 3 The present study aims to fill this gap through exploring the role of foreign language clubs in enhancing linguistic proficiency and cultural awareness among middle school students. By investigating the experiences of students and teachers at Sallah Abdelli Middle School in Ras El Oued, Bordj Bou Arreridj, the research seeks to highlight the specific benefits and challenges that English club provide as an extracurricular activity. In addition, it provides a comprehensive understanding about how participating in English clubs support learners‘ language learning and cultural progress. 1. Background of the Study Recently, foreign language club play a significant role in enhancing linguistic proficiency and cultural awareness among students. Thus, it offers a motivational environment for students to practice language skills beyond the classroom, engage in cultural activities, and develop a deeper understanding of different societies. To support this point, in Ben Afia, J (2006) study mentioned that, ―during English club time, children are engaged in hands-on fun activities in keeping with the overall spirit and aim of the Club. Children do word snake puzzles, linking words together. Learners also make things, such as puppets or pictures, related to the topics they are learning about in English‖ (p.21) Further, English club has gained popularity, there is limited research focusing on their impact on learners‘ language acquisition and cultural development. Additionally, previous studies shed the light on the importance of extracurricular activities, such as foreign language clubs, in fostering language skills. In other words, English clubs help students to improve communication skills, enhance their vocabulary, and practice real-life interactions in the foreign language. Whereas, many EFL students may not fully realize the effective benefits of clubs because of the lack of structured guidance or a clear understanding of how these extracurricular 4 activities support active language learning. Chickering and Gamson (1987) consider active learning as one of the seven principles that constitute good undergraduate education. ―Active learning includes different activities such as debates, role-playing, cooperative learning, and discussions. Away from classrooms, active learning activities can be fully implemented and organized in educational clubs, and these clubs should be based on students-selected areas of interest‖ (as cited in Casy, 2008, p. 285). In the same vein Astin (1993) posits that getting involved in educational clubs and organizations influences and contributes to the development of college students. Students learn more when they get more involved. Learners who join clubs and organizations have better scores and achieve more than non-members on many aspects such as career planning, cultural integration and academic autonomy, additionally, participating in extracurricular activities, that can be practiced in educational clubs fosters learners' competency and interpersonal relationships. Furthermore, English clubs come in many different shows. What they do all have in common, however, it aimed at providing an opportunity for English language learners to practice using English in a relaxed environment and friendly setting. (as cited in Sheelan & Najim, 2020. p. 286). On this account, foreign language club can offer a useful contribution for student to practice English in relaxed and effective informal environment. This study is different because it aims to focus on the experiences of middle school students and the role foreign language clubs play in their linguistic and cultural development. In addition, examining both students and teachers‘ perspectives on how foreign language clubs contribute to language proficiency and cultural awareness, and the challenges students face in these extracurricular activities. 5 2. Statement of the Problem Learning is a vital activity in our lives since it is necessary for acquiring knowledge and learning new languages. Accordingly, despite numerous challenges students face in effectively learning English as a foreign language, English clubs serve an important function in allowing students to use and practice English in an informal setting. The role of foreign language clubs in enhancing linguistic proficiency and cultural awareness among middle school learners remains underexplored, despite their potential benefits. While many schools offer foreign language classes, extracurricular clubs provide an informal and engaging platform for students to practice language skills and immerse themselves in diverse cultural experiences. However, there is a lack of research investigating how foreign language clubs contribute to language acquisition and cultural understanding among students. This study aims to investigate the effectiveness of participation in foreign language clubs in enhancing language use, while fostering greater a global culture. 3. Research Questions and Hypothesis In order to reach the aforementioned research objectives, the following research questions are raised: Q1. How does participation in foreign language clubs influence the linguistic proficiency of middle school students at Sallah Abdelli Middle School in Ras El Oued, Bordj Bou Arreridj? Q2. To what extent do foreign language clubs improve students‘ cultural awareness and appreciation for diverse cultures? Q3. What challenges do students face while participating in foreign language clubs? The following hypotheses are formulated as possible answers for the above-asked research questions: 6 H1. Middle school students who actively participate in foreign language clubs will show greater improvement in their linguistic proficiency. H2. Students involved in foreign language clubs will demonstrate a deeper understanding and appreciation of different cultures. H3. Students will report challenges related to language barriers, limited resources, and time management in foreign language clubs. 4. Objectives of the Study The present study seeks to explore the role of foreign language clubs in enhancing linguistic proficiency and cultural awareness among middle school learners. To be more precise, the study aims to achieve three main objectives. 1. Examine how participation in foreign language clubs impacts students‘ language skills, including vocabulary acquisition, speaking, listening, reading, and writing. 2. Explore the extent to which foreign language clubs foster cultural awareness and appreciation for diverse cultures among middle school students. 3. Identify the challenges faced by students in integrating extracurricular language activities into the learning process and to suggest effective strategies for enhancing the impact of foreign language clubs. 5. Significance of the Study This study is significant in the academic field and beneficial to educators, researchers, and curriculum developers interested in foreign language learning and cultural education. By examining the role of foreign language clubs in enhancing linguistic proficiency and cultural awareness, the research can provide valuable insights into how extracurricular activities support and complement formal language instruction. The findings can also guide teachers in designing 7 more effective language programs that integrate cultural immersion and practical language use. Additionally, this study can benefit middle school learners by highlighting the importance of foreign language clubs in developing both language skills and cross-cultural understanding, which are essential in globalized world. Finally, the research can contribute to the improvement of language teaching strategies in foreign language education. 6. Overview of the Methodology The current research explores the role of foreign language clubs in enhancing linguistic proficiency and cultural awareness among middle school learners. For this, we consider that the qualitative method, is the most adequate to carry out this research as an objective and systematic process to describe, explain and interpreted the results obtained from the data gathering tools. Qualitative data are used to categorize textual data into symbols and issues, elicit meaning, and reach conclusions. An interview distributed to a sample of ten (10) middle school EFL teachers. These interviews will focus on teachers‘ perspectives on how foreign language clubs impact students‘ language skills and cultural understanding, as well as the challenges and benefits of organizing these clubs as an extracurricular activity. In addition, a classroom observation done with fourth year students at Sallah Abdelli Middle School in Ras El Oued, Bordj Bou Arreridj. The responses will be analyzed thematically to identify key trends and insights. 7. Definitions of Key Terms Extracurricular It is a special program provided by the school as a student support facility outside of classroom activities. The establishment of extracurricular programs is to provide space for students to develop their talents and interests, and students are free to choose whether they want to participate or not (Astari, & Hadi, 2022. p. 186) 8 Foreign Language Clubs It is a program organized by the school to allow students to improve their English. With the English Club, students have more exposure and time in learning English, because they don't get extra time in regular classes (Astari, & Hadi, 2022. p.186) Linguistic Proficiency Language proficiency is defined as an individual's skill in language use for a specific purpose, and it can be evaluated through the application of a proficiency test (Gharbavi & Mousavi, 2012). Similar, language proficiency is a multidimensional construct that includes both linguistic and communicative competence. Linguistic competence refers to the knowledge of the rules of a language, such as grammar and vocabulary. Communicative competence refers to the ability to use language effectively in real-world contexts. (Bohra and Khan 2023, p.236) Cultural Awareness Byram et al (1991. p.24) claimed in his model of teaching culture: ―cultural awareness concerned with non-linguistic dimensions of culture and more focused on the question of change from mono-cultural to intercultural competence‖. Further, ―Cultural awareness is a term brought from cognitive psychology and become an important concept in the field of FLT as an outcome to use the target language appropriately in different communicative contexts with no conflicts and misunderstanding between people from different social group‖ (Byram et al, 1991. p. 30) 8. Organizations of the Thesis The present dissertation contains three main chapters in addition to a general introduction. The general introduction gives a brief account of what is going to be covered in the body of the dissertation and identifies the scopes of the study and some important information concerning the research process. It presents the research objectives, states the significance of the 9 study, highlights the research questions and hypotheses, and briefly explains the research techniques and methodology. The first chapter, entitled ―Literature Review‖, explains the main concepts related to the study of foreign language clubs and their impact on linguistic proficiency and cultural awareness. Additionally, it includes the previously conducted studies are laid out. The second chapter, ―Research Methodology and Data Analysis‖, provides the tools and procedures of data collection and data analysis, Specifically, it describes the interview administered to the middle school EFL teachers, and the classroom observation. The chapter also details the research participants, the sampling method, and the data analysis techniques used to interpret the results. Additionally, it includes the analysis and discussion of the obtained findings through the teachers‘ interviews results and classroom observation. In addition, it discusses the findings displayed in relation to the theoretical framework, gives answers to the pre-asked questions, and confirms or refutes the research hypotheses. Finally, chapter three ―General Conclusion‖ sums up the research by highlighting all the main points and findings, pinpoints the limitations of the study, and offers instances for further research. Chapter One: Literature Review Chapter One: Literature Review Introduction ................................................................................................................................. 9 1.1. Teaching English as a Foreign Language in the Algerian Context ...................................... 9 1.2. Theories of Language Acquisition ......................................................................................11 1.2.1. The Behaviorist Theory .......................................................................................... 13 1.2.2. The Generative Grammar Theory ........................................................................... 13 1.2.3. The Cognitive Theory ............................................................................................. 14 1.2.4. The Comprehensible Input Theory ......................................................................... 15 1.3. Strategies of Second Language Learning ....................................................................... 16 1.3.1. Cognitive Strategies ................................................................................................ 16 1.3.2. Mnemonic Strategies .............................................................................................. 16 1.3.3. Metacognitive Strategies ......................................................................................... 17 1.3.4. Compensatory Strategies ........................................................................................ 17 1.3.5. Affective Strategies ................................................................................................. 17 1.3.6. Social Strategies ...................................................................................................... 18 1.4. Extracurricular Activities in Language Learning ........................................................... 18 1.4.1. Foreign Language Clubs ......................................................................................... 19 1.4.1.1. Benefits of Foreign Language Clubs in Language Learning ....................................... 22 1.4.1.1.1. Personal Growth.................................................................................................... 22 1.4.1.1.2. Confidence ............................................................................................................ 23 1.4.1.1.3. Motivation ............................................................................................................. 25 1.4.1.1.4. Social Interaction .................................................................................................. 25 1.5. Cultural Awareness in Language Learning ........................................................................ 26 1.5.1. Intercultural awareness and Intercultural Competence ............................................... 28 1.5.2. The Importance of Integrating Cultural Learning in Educational Curriculum ........... 30 1.5.3. The Role of Foreign Language Clubs in Fostering Cultural Awareness .................... 31 1.6. Foreign Language Clubs and Linguistic Proficiency......................................................... 32 1.6.1. Language Proficiency ................................................................................................. 32 1.6.2. The Impact of Foreign Language Clubs on Students‘ Language Skills ..................... 34 1.7. Challenges of Foreign Language Clubs ............................................................................. 36 Conclusion ................................................................................................................................ 37 9 Chapter One: Literature Review Introduction Learning a second or foreign language is an art, yet skilled learners intend to master this art best. This entails learning a second or foreign language in non-native contexts under which teaching principles, strategies, and approaches to English instruction are applied to enhance students‘ diverse linguistic skills, including acquisition, learning, and comprehension, enriching their learning experiences. Consequently, foreign language clubs have a significance role in helping students to achieve linguistic proficiency, cultural awareness and learning outcomes. Consequently, English club is a real place where the learning of English is more practical. In the course of the current discussion, this chapter is theoretical. It includes the main theoretical aspects of the current study. First, it provides learning English as a Foreign Language (EFL) in Algerian context, exploring theories of second language acquisition and the various strategies employed by learners. Also, it focuses on the role of extracurricular activities, specifically foreign language clubs, in language learning. Additionally, the chapter delves into the benefits of these clubs, such as personal growth, confidence, motivation, and social interaction. Moreover, it discusses the integration of cultural awareness into language learning. Furthermore, it explores how these clubs contribute to linguistic proficiency. The chapter concludes by addressing the challenges learners face in participating in English clubs followed by a conclusion. 1.1. Teaching English as a Foreign Language in the Algerian Context It is in the nature of a living language to evolve, as new inventions require new words, foreign influences enliven the vocabulary, and social changes give people more or less leisure to learn a language. The popularity of the English language as a means of international 10 communication is constantly expanding, used in various fields and domains of international business, trade, travel, cross-cultural communication, and the field of education, English as a Foreign Language (EFL) is used in contexts where English is neither widely used neither for communication nor as the medium of instruction. Algeria is among the countries where English is taught as a foreign language, coming after Arabic, which is the first language, and French as the second language, deductively. English is taught either as part of the elementary and high school curriculum or in private schools and other educational settings. Additionally, it is widely recognized that the status of the English language as an international language shapes a strong motive for people to learn that language. In the modern world, English is considered not only a means of communication but also a prerequisite for success in various domains. As a consequence, ―the need for English as a foreign language (EFL) education in schools has become a priority worldwide‖ (Kralova & Lee, 2021. p. 30). Teaching English as a foreign language has witnessed multiple changes throughout history. In recent years, the emphasis of English teaching was on how to use the language for communication as well as knowing the target culture. In regard to this, Slimani (2016) investigates the status of English as a foreign language in the Algerian teaching context. This study's overarching aim is structured around exploring the various aspects, dimensions, and facts of implementing English, shedding light on its role in developing pupils' mental abilities and skills such as knowledge, comprehension, and evaluation. To achieve the aim of this study, Slimani (2016) employs a qualitative approach by examining various documents and literature. The results show that despite the importance of English as an international language, it is not well-integrated into Algerian culture and daily life. The learners' performances are hindered by factors such as insufficient time allocated to English 11 teaching and the scheduling of English classes at inconvenient times, which result in a lack of understanding, comprehension, and weak communication. Nevertheless, some pupils often show their willingness to use English effectively, express themselves fluently, and master different language skills, as well as develop cultural awareness and critical thinking. For future implications, Slimani (2016) suggests giving more attention to reading skills and being aware of the importance of motivation in language learning. Thereby, curriculum developers should be professional, considering the learners' realistic socio-cultural milieu. Taking forward the importance of English as a language of global communication, the Algerian educational system has long incorporated English as a foreign language, taught in equal to French, which stands as the second language in Algeria for English to be taught in national and educational programs, encompassing elementary, high, and tertiary educational settings. More recently, curriculum developers have provided a syllabus in teaching English as a foreign language, promoting students‘ understanding, comprehension, and communication skills. In this regard, extensive research has investigated the crucial role of teaching English as a foreign language in Algerian schools, including the identification of key steps, obstacles, and potential solutions. 1.2. Theories of Language Acquisition Broadly acknowledged, second language acquisition, or SLA, is the process of acquiring additional languages starting from age 3, like in late childhood, adolescence, or adulthood. Richards and Schmidt (2010) argue, ―SLA is the process of acquiring a second or a foreign language, commonly known as a no conscious process of rule internalization resulting from exposure to comprehensible input when the learner's attention is on meaning rather than form.‖ (p. 321). Researchers have conducted many studies exploring the field of second language 12 acquisition, reaching no substantive conclusion. According to Nunan (2001), SLA consists of the various processes involved in acquiring one or multiple second or foreign languages. The language acquisition process, both its product and process, warrants intensive investigation in real-life and classroom contexts, reflecting researchers' broad interest in this area. Gass and Selinker (2008) confirm that SLA is a relatively young field that needs to be widely expanded and developed; they clarify that: We are far from a complete theory of SLA, but there is progress. By approaching SLA from a variety of disciplinary perspectives, we have come a long way from pure descriptive studies to research that connects with other disciplines. Researchers need to answer key questions, such as: What is the scope of SLA? What does the study of SLA consist of? It is the study of how second languages are learned. In other words, it is the study of the acquisition of a non-primary language, that is, the acquisition of a language beyond the native language. It is the study of how learners create a new language system with only limited exposure to a second language. (p. 1) Over the years, the study of SLA has become intertwined with language pedagogy, surpassing its linguistic-related process to become an instructive-related language. Thus, L2 researchers have emphasized the importance of detangling language acquisition from language pedagogy, focusing on learning rather than acquisition. For instance, the terms acquisition and learning appear to be used synonymously. However, some theorists maintain a contrast between the two terms and understand their differences. According to Richards and Schmidt (2010), ―Theorists use the term learning to mean a conscious process involving the study of explicit rules of language and monitoring one‘s 13 performance and use the term acquisition to refer to a no conscious process of rule internalization resulting from exposure to comprehensible input when the learner‘s attention is on meaning rather than form.‖ (p.312). Hence, understanding this distinction promotes understanding how second languages are learned and taught, as acquisition is often typical of classroom learning in a foreign language context. Since SLA is a multidisciplinary field that is taken from many disciplines, such as linguistics, psychology, and sociology, theorists have distinguished five major theories of SLA, summarized as follows: 1.2.1. The Behaviorist Theory In harmony with the emergence of language acquisition theories, behaviorism, pioneered by Skinner (1952), has brought new insight into language acquisition, promoting the belief that it is a process of habit formation. Behaviorism is defined as ―a theory of psychology that states that human and animal behavior can be studied in terms of physical responses without reference to the mind. It mainly explains how an external event stimulates/motivates an internal behavior.‖ (p. 51). Behaviorism also influenced second language teaching and learning, where students learn dialogues and sentence patterns through mimicry and memorization, assuming that the learner often learns a second language through habits like in the process of learning the first language (Lightbown & Spada, 2013). However, the most controversial behavioristic view indicates that the linguistic habits acquired by individuals as their L1 emerged would have a marked influence on their L2 acquisition. Like Chomsky and others, adherents of generative grammar later rejected this theory (Nunan, 2001). 1.2.2. The Generative Grammar Theory Generative grammar is a theory first developed by Chomsky in the 1950s that promotes the notion that all humans share an innate language capacity, commonly known as the innatist 14 theory. This theory generates, describes, or produces all the grammatical sentences of a language and ungrammatical sentences (Richards & Schmidt, 2010). Lightbown and Spada (2013) explain that the generative grammar theory suggests that humans are born with biological structures that are mentally prepared for language acquisition. Thus, exposure to various languages helps children discover underlying rules, preventing incorrect assumptions. However, critics argue that innate knowledge is the ability to learn, not to build the principles of language systems. 1.2.3. The Cognitive Theory Research on implicit and explicit language acquisition demonstrates a significant connection between cognitive theories of retention, memorization, and other cognitive functions. Richards and Schmidt (2010) mention that cognitive theory studies the mental constructs in the minds of individuals, involving concepts such as hypothesis formation, and intake, interlanguage. More importantly, cognitive theory has been investigated by researchers for decades, gaining prestige over other language acquisition theories since it was first introduced by Piaget (1952). In a more updated resource that reviews this very well-recognized theory, Cherry and Swaim (2023) review the four cognitive development stages of SLA as studied by Piaget (1952) as follows: - Sensorimotor Stage. Piaget (1952) suggests that the initial developmental stage spans from birth until around the age of 2, allowing children to understand the world through their senses and physical actions. - Preoperational Stage. In Piaget‘s (1952) view, the second developmental stage occurs between the ages of 2 and 7 and is normally determined by the emergence of symbolic play. - Concrete Operational Stage. Piaget (1952) hypothesizes that the third developmental stage starts at age 7 and ends at about age 11, when the child starts to exhibit logical thinking. 15 - Formal Operational Stage. According to Piaget (1952), children enter the fourth and final stage of cognitive development around the age of 12 and continue developing their abstract thinking and deductive reasoning skills throughout adulthood. Piaget (1952) concludes that allowing children to explore information independently during early language acquisition promotes the development of problem-solving and critical- thinking skills. 1.2.4. The Comprehensible Input Theory Unlike the previous language acquisition theory, the comprehensible input theory is more concerned with acquisition (natural settings) than learning (classroom settings). This theory is introduced by Krashen (1982), who emphasizes the learners‘ need to receive comprehensible input slightly beyond their current knowledge, claiming that it should be simple at the beginning and gradually get more complicated. Richards and Schmidt (2010) argue that providing learners with input slightly above their current level of competence is sufficient for second language acquisition. Krashen's (1982) very theory emphasizes the fact that if L2 learners understand the message in the language-containing structure, their current level of competence advances step by step, and that structure is acquired. This hypothesis has a marked influence on SLA practice as well as being highly applicable in L2 learning and teaching, where teachers act as the primary source of input in the classroom, so they must simplify their input as much as possible, promoting understanding and comprehension among students (Nunan, 2001). In brief, SLA theories have yet to research any substantive conclusion as debates are still ongoing concerning each theory's nature, functions, and role in establishing a solid language theory to be followed by language teachers and learners. 16 1.3. Strategies of Second Language Learning When applied to second language acquisition, additional dimensions of the well-known field come to light. Much literature has explored this area of research, acknowledging the importance of language learning strategies (students‘ deliberate thoughts and actions to reach a particular learning goal, Chamot, 2004) in establishing the foundation of SLA. Oxford (1990) coins the term language learning strategies, reflecting upon them as ―operations employed by the learner to aid acquisition, storage, retrieval, and use of information; specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations.‖ (p.168). The following lines offer a conceptual background for understanding language learning strategies, summarizing Oxford's (1990) six types of strategies: 1.3.1. Cognitive Strategies Cognitive strategies assist L2 learners in forming associations between new and already existing information, promoting mental restructuring. Examples involve guessing meaning from the context, text analysis, reasoning, systematic note-taking, and reorganizing information. These strategies often involve hypothesis testing and repeating the process (Oxford, 1990). 1.3.2. Mnemonic Strategies Mnemonic strategies help L2 learners‘ link new items with already-known ones, such as acronyms, through sounds, body movement, or location. They differ from cognitive strategies in that they do not foster deep associations but relate items in a simple stimulus-response manner. Despite their limitations, they are often the first step in learning vocabulary or grammar rules (Oxford, 1990). 17 1.3.3. Metacognitive Strategies Metacognitive strategies are generally applied to help identify learners' interests, needs, and learning styles and determine the value of resources for a given task. They focus on task- related goals, attention, planning, vocabulary review, and relevant materials. These strategies employ alternative strategies, choose effective ones, and monitor language mistakes during the task. Metacognitive strategies include planning, monitoring, questioning, and problem-solving (Oxford, 1990). 1.3.4. Compensatory Strategies Oxford (1990) contends that ―compensatory strategies, even when employed for language use, simultaneously aid language learning: each instance of language use provides an immediate opportunity for incidental learning, which is one of the most important but least researched areas in language learning.‖ (p.168). Compensatory strategies are often applied to teach L2 speaking and writing as they help learners compensate for knowledge and communication gaps. Examples of compensatory strategies include avoiding saying something the learner would find hard to express or restating something because the interlocutor has difficulty understanding the speaker (Richards & Schmidt, 2010). 1.3.5. Affective Strategies Affective strategies help L2 learners identify feelings and recognize learning circumstances that evoke them, reducing language anxiety, fear of communication, and learning sabotage. Examples of effective strategies are deep breathing, laughter, positive talk, and praising oneself. Precisely, they benefit anyone learning a language, such as native speakers, teachers, and language classrooms (Oxford, 1990). 18 1.3.6. Social Strategies According to Oxford (1990), social strategies help L2 learners communicate effectively, pose questions, ask for help, and enhance their understanding of cultural norms. Examples of social strategies encompass seeking out friends who are native speakers of the target language or working with peers in a classroom setting (Oxford, 1990). Therefore, L2 researchers must highlight the significance of second language learning strategies to teachers and students to overcome learning difficulties and investigate potential obstacles. 1.4. Extracurricular Activities in Language Learning Extracurricular activities refer to activities that fall outside the standard school curriculum. The concept emerged in the 19th century in European and North American schools, though similar activities, like contests and dramas, can be traced back to ancient Athens and Sparta. Today, extracurricular are used to enhance students' communication, social, and artistic skills. Educators often supervise these activities, guiding students towards specific behaviors and skills to foster personal growth, boost self-confidence, and develop intelligence and personality. Universities offer a range of clubs and organizations, such as academic, athletic, community service, performance groups, cheerleading, social fraternities, sororities, and volunteering opportunities (Achilova R.T., 2022) In the same vein, Harisiswana, (2017) stated that, ―the term "extracurricular activity" refers in its broadest sense to any educational activity which supplements the regular course of classroom instruction. English proficiency has become something that should be mastered in this modern era. The limitations of educational institutions make the students lack mastery of the English language itself. Even though the time or class hours are limited, the teacher should be 19 able to create a learning atmosphere, as well as a comfortable bilingual environment. So that students can feel the atmosphere of effective English learning‖ (as cited in Astari, & Hadi, 2022). Moreover, some schools address this issue by using English extracurricular activities as a "platform" for students to showcase their interests and potential in the language. These activities can create a relaxed English-speaking environment for students. "Extracurricular activities are special programs offered by schools as additional support outside of regular classroom learning. The purpose of these programs is to give students the opportunity to explore and develop their talents and interests, with the freedom to choose whether to participate or not." (Yuliandasari & Kusriandi, 2015) Ultimately, extracurricular activities are those conducted outside of regular subject hours (beyond the core curriculum), with much of the content also falling outside the standard curriculum. The primary goal is to enhance and develop students' abilities in line with their interests and talents, expand their knowledge, improve social skills, enrich their skill set, and make productive use of their free time, among other benefits. (Azadi, et al, 2015) 1.4.1. Foreign Language Clubs The concept of a "club" is a global phenomenon. Book clubs provide a space for discussing books, while school or university clubs such as debate clubs, foreign language clubs, and sports clubs—offer members opportunities to participate in activities that align with their interests (Kathleen & Smedley, 2016). Similar, Mouleka (2013) claimed that, “English club is in such a place, pupils entertain only in English. The leader can initiate debate, games, sketches, poem, song, etc‖ (as cited in Wardatun, 2020, p. 22). This implies that, the English club is an effective alternative for enhancing students' speaking abilities. Additionally, the English club 20 serves as a platform for students to improve their proficiency in English, particularly in speaking skills. In other words, the English Club is a conversation forum. A club refers to a group of individuals who gather regularly to engage in a specific activity. In this context, a club serves as a space where students can interact with others to take part in activities, such as those in the English club. Empowerment refers to the process of transforming situations or conditions from being weak or powerless into ones that are strong, effective, or influential. (Ngadimun, et al., 2019, p. 206). In the same context, English club is a media bridging one person with the others in which the purpose is not only to improve their speaking abilities but also to improve students' motivation and build up their confidence to speak as much as possible (Destrianti & Hati, 2018). To be more specifically, the English club program organized by schools provides students with the opportunity to improve their English, particularly their speaking skills, and offers more chances and time for learning English since regular classes don‘t provide extra time for this. Another aspect of the English club is to present lesson materials in a more relaxed and concise way. These sessions are often accompanied by games and quizzes, which help warm up and cool down the students, keeping them engaged and focused even in informal settings. During this time, the teacher emphasizes the importance of creating an environment that encourages students to express themselves in English. Furthermore, an English club is a group activity held three times a week for eleven-year- old children, and it is less formal than a regular primary school class. The focus of the English club is on exposure to the English language rather than developing specific language skills. The activities in an English club are more hands-on, similar to those in a Girl Guide or Boy Scout meeting, as opposed to teacher-led activities in a typical fifth or sixth grade class. During an 21 English club session, you would see students engaging in creative activities like making things, singing songs, and participating in other fun tasks in English. (Ben Afia, 2006). That is to say, children are encouraged to enjoy singing songs during English club sessions. English club teachers are trained to guide these singing activities in ways that engage children, such as having them clap to the rhythm, use body movements, or sing in rounds. Accordingly, Astari and Hadi (2022, p. 186) explain that the English club is an extracurricular activity aimed at enhancing students' English skills. Unlike formal English classes, this club operates on a different system where students can choose whether to participate. Therefore, those who join are usually highly interested in English or feel they need more exposure to the language. Similar, ―English Club is an organization or extracurricular activity offered by schools or universities. It typically starts with simple tasks, like introducing themselves or defining basic words in their own terms, and progresses to more complex activities such as watching and discussing films or sharing personal experiences. Activities in the English club may include storytelling, speech, and debate competitions. To lead these activities, the club requires an instructor, often an English lecturer from the school or university, or sometimes an external instructor, including native English speakers‖ (Brown, 2015, cited in Ngadimun, et al., 2019). The English Club is a form of learning that complements classroom lessons, offering students the chance to practice English in a relaxed and friendly environment. The concept of the English club varies from school to school, designed to meet the specific needs of students. In some schools, the club activities follow structured teaching templates based on modules, which are often repeated and include activities like public speaking, storytelling, listening, reading 22 comprehension, and writing. Schools that implement this approach typically aim to channel students' interests and prepare them to be competitive. 1.4.1.1. Benefits of Foreign Language Clubs in Language Learning English club activities are typically offered from elementary school to higher education, aiming to help students develop their talents and potential while fostering a comfortable English- speaking environment. In some schools, the English club has become a platform for preparing students to participate in inter-school competitions, which benefits both the students and the school. These activities are valuable in preventing negative outcomes for students with excess free time and also allow schools to serve as facilitators in guiding students to explore their interests. 1.4.1.1.1. Personal Growth Essentially, the English club provides an environment where students can express themselves and develop their English skills. Currently, many foreign language students worldwide participate in various Extracurricular Activities (ECAs) to strengthen their proficiency in their target language (Zounhin, 2021). Moreover, language clubs help students overcome language anxiety and improve their oral communication, pronunciation, grammar, vocabulary, flexibility, and fluency in speaking. These clubs also enhance students' ability to memorize words and speak English confidently in public. According to Galanes and Adams (2013, cited in Septi et al., 2024. p. 43). there are several benefits of being part of a speaking club. They include: - The English club is more enjoyable than regular classes. - Students become more passionate and less reserved. - They receive moral and emotional support to boost their confidence. 23 - The activities are useful for improving English skills. - Everyone has the opportunity to speak. - Students learn new vocabulary, skills, and facts from their interactions. Loi Dillon (2006, cited in Tran Thi C, T,2018, p.51) added that all learning begins with making meaning and it is something that English clubs can provide because all their activities are aimed at engaging students to be active in the club students who participated in extracurricular activities have higher grades and better attendance. On the ground of this, students who participate in after-school activities tend to perform better academically, as there is a positive correlation between extracurricular involvement, grade point averages, and self-esteem. Learning English in an English club can significantly improve students' vocabulary. Each session typically includes vocabulary lessons, where teachers introduce five new words for students to memorize, making vocabulary enhancement one of the key benefits of joining the club (Wardatun, 2020). In summary, joining an English club as an extracurricular activity is a highly effective way to boost students' motivation. It allows them to engage in enjoyable English practice with their peers, increasing their awareness of the importance of effective English communication. 1.4.1.1.2. Confidence A club serves as a platform that connects individuals, providing a space for everyone to not only enhance their speaking abilities but also to boost their motivation and build confidence (Wardatun, 2020). Similar, according to Astari, & Hadi, 2022) Foreign club activities encourage students to be freer in their thinking, and will also foster their critical thinking outside the formal classroom. Likewise in a competition, students will not be surprised or afraid when asked by the teacher to 24 take part in the competition. They will be more confident and active in any activity because they feel they are "ready" and their mentality will be honed day by day. Students will not hesitate to show their abilities, because they are used to practicing in the English club (p. 189) That is to say, in acting out dialogues, students who participate in the club are more motivated to perform, with higher levels of motivation and self-confidence compared to those who do not take part in the club (Ngadimun, et al., 2019). In the same vein , Jenni Septi et al , (2024. p. 42) confirmed English clubs offer benefits such as motivating students to engage in authentic English within real-life situations, fostering self-confidence through basic socialization processes, enhancing students' communication skills, and establishing a friendly social atmosphere for student Moreover, English learning clubs provide a supportive and relaxed environment where students can improve their language skills. These clubs offer feedback and help students build confidence while enhancing their leadership abilities through various activities. Some activities include role-playing, speaking and listening exercises, debates, reading comprehension, games, presentations, conversations with native speakers, immersion trips, theater, films, and video viewings (Zounhin, 2021) Eventually, the English club is often more enjoyable than regular classes because it fosters a collaborative and supportive learning atmosphere. Students feel more confident as they practice speaking English frequently in the club. Additionally, each student is given the opportunity to practice hands-on during every meeting, and all students agree that they expand their vocabulary significantly through their participation. 25 1.4.1.1.3. Motivation Schools have different approaches to creating an environment that encourages speaking English, but the English club serves as an effective platform for students to improve their speaking skills. According to Taylor (1990), language acquisition is influenced by three key factors: - The language being acquired - The learner - The environment in which the language is learned. A child can acquire a language due to their physical ability and cognitive skills. The English club complements regular instruction by motivating students and providing additional practice. The structure and frequency of the club meetings vary, depending on the capabilities and enthusiasm of the students, as well as their ability to benefit from such activities (as cited in Astari & Hadi, 2022. p. 187) In the same context, Carter and Nunan (2001) suggested that English clubs provide benefits by motivating students to engage in real-life, authentic English situations. Specifically, ―the English Club is an extracurricular activity organized by schools to help students practice English outside of formal classes, motivate them, and assist in their language learning. The English club is an extracurricular activity, specifically focuses on English learning. It offers a practical environment where students can actively acquire English skills. In summary, a speaking club serves as a supportive space for students to refine their skills, boost their motivation, and enhance their spoken English practice‖ (Septi et al., 2024. p. 42). 1.4.1.1.4. Social Interaction The English club plays a crucial role in fostering a friendly bilingual environment for students and promoting their English language development. While some schools may not yet 26 offer English clubs as an extracurricular activity, it is important for teachers to recognize their significance. According to Malu Kathleen and Smedley, (2016), ―Members also interact collaboratively and cooperatively, practicing English by discussing real-life issues and expressing themselves in the safety of the club environment‖ (p. 11) In other words, engaging in English club activities offers students the chance to connect with others who share similar interests and goals, which can boost their motivation and lead to a long-term commitment to an enjoyable activity. Additionally, extracurricular activities help students form positive social connections that encourage them to make healthy life choices (Veltz & Shakib, 2013). Beyond fostering peer relationships, these activities also provide opportunities for students to build bonds with supportive adults (Fredricks, 2011). Further, different extracurricular activities offer varying benefits for social skill development. Group activities enhance teamwork, communication, and relationship-building skills, while individual activities promote independence and motivation (Metsapelto & Pulkkinen, 2012). In short, participating in extracurricular activities strengthens teamwork, communication, relationships, and a sense of belonging, all of which contribute to students' social development and success in school. 1.5. Cultural Awareness in Language Learning Culture is a vague concept which covers different aspects of human life and that is why it has become an area of interest and study for a wide range of disciplines. First the origin of the word culture is from the Latin noun culture, from the verb caller, which means to cultivate. Generally speaking culture is usually divided into two major categories culture with capital ‗C‘; which includes literature and arts and culture with small ‗c‗and this involves attitudes, values, beliefs, and everyday lifestyles. (Richard & Schmidt, 2002. p. 138) 27 Essentially, culture is deeply embedded in our identity, and language serves as its most visible expression. A shift from one culture to another can disrupt a person‘s worldview, self- identity, and ways of thinking, feeling, and communicating. Language and culture are inseparable, and to speak a language fluently, one must think in that language. Language represents the soul of a country and its people. Instead of debating whether culture should be included in foreign language curricula, the focus should shift to how students are immersed in or exposed to culture. (Brown, 1994) Further, understanding a language goes beyond grammar and vocabulary, encompassing cultural features as well. Effective international communication requires intercultural exchange, which involves navigating cultural differences in areas like silence, tone, and expressions. Language and culture are deeply intertwined, and one cannot be fully understood without the other On the other hand, cultural awareness is a new concept in foreign language teaching field as its name suggests comprises two elements culture and awareness. This concept has some involvement with some cognitive and behavioral changes. Which helps us to check one‘s ability to analyze, compare and hypotheses signifies his awareness. this cognitive change refers to the understanding of one‘s own culture beliefs and behaviors as well as those of the target language culture and manifest them i.e. showing respect to that culture and making a successful conversation with native where one‘s behavior is expected and accepted for other cultural group as Byram (1997) claimed in his model of teaching culture: ―cultural awareness concerned with non-linguistic dimensions of culture and more focused on the question of change from mono- cultural to intercultural competence‖ ( Byram, 1997. p. 24) 28 Moreover, cultural awareness focuses much more on the learners‘ attitudes towards the target culture and its people, or as what is referred to many scholars as:‘ cultural sensitivity‘. Tomolin and stempleski (1993. p. 5) defined it as ‗the sensitivity to the impact of culturally induced behavior on language use and communication‘. Thus, the term refers to learner‘s knowledge about other cultures in one hand, and in the other hand to develop their empathy, acceptance appreciation, of the FL culture and their own also to learn who they can deal with cultural differences so that they can move from the ethnocentrism to ethno-relativism as well (Bennett, 1993). To sum up, cultural awareness is a term brought from cognitive psychology and become an important concept in the field of FLT as an outcome to use the target language appropriately in different communicative contexts with no conflicts and misunderstanding between people from different social group. 1.5.1. Intercultural awareness and Intercultural Competence Intercultural awareness is the development of awareness and understanding of one‘s own and other cultures, intercultural awareness occurs when people no longer assume that their culture‘s way of looking at things is the best way or the only way, and when people therefore begin to evaluate other perspectives (Yassine, 2006) we adopt the definition proposed by Korzilius and plank (2007) because it and is more practical and understandable when compared with other definitions: ―intercultural awareness is the ability to empathize and to dissenter. More specifically in a communication situation it is the ability to take on the perspective of conversation partner from another culture or with another nationality and of their cultural background and thus to be able to understand and take into consideration interlocutor‘s different perspectives simultaneously.‖ That is to say, in general intercultural awareness is the willingness 29 and ability to realize the need for social changes within an international context as well as to understand the increasing connectivity will be seen as a fluent process of development upon in addition a efforts to improve the situation will need to be undertaken in order to ensure a more globalized social community intercultural awareness is necessary in order to achieve competence in intercultural relations. Intercultural competence many terms are interchangeably used to have the same meaning like: multiculturalism, cross-cultural adaptation, cross-cultural awareness and global citizenship (Deardoff, 2009. p. 65) Intercultural competence is important in improving the sensitivity and in being self-conscious and presenting his values in an appropriate way intercultural competence is to a language extent the ability to cope with one's own cultural background in interaction with others‖ (Beneke, 2000. p. 108 -109. as cited in Lazar, 2001. p. 19). First in foreign language teaching/learning intercultural competence has been described as: - ―The ability of a person to behave adequately in a flexible manner when confronted with actions attitudes and expectations of representatives of foreign cultures‖ (Meyer, 1991. as cited in Cortazzi & Jin 1999. p. 198). - ―The ability to enter other cultures and communicate effectively and appropriately, establish and maintain relationships ,and carry out tasks with people of these cultures‖ (Moran 2001. p. 5. as cited in Lazar 2003. p. 41). Whereas in literature we can considered intercultural competence as a concept closely related to the individual‘s career and the teaching /learning process where it is generally described as the degree of acceptance of others‘ cultures. One of the early definitions of ICC was elaborated by Hamer et al (1978 in Deardoff 2004. p. 41) who defines it as: ―the ability to manage psychological stress, the ability to communicate effectively, and the ability to establish 30 interpersonal relationships‖. That is to say, the individual‘s ability to control the psychological circumstances in different cultural context which he/ she is not addicted to it, and succeed in making conversation and interacting with others . In the same vein, Byram (1997) argues that individuals who are "interculturally competent" possess a deep understanding of their own culture and its influence on them, and they can draw connections between how cultural aspects appear in behaviors across different cultures. Byram outlines several features of intercultural competence, including: - Curiosity and openness towards other cultures - Understanding social practices and products in both one's own and the target culture - The ability to relate and explain elements of another culture to one's own - The ability to apply cultural knowledge in real-world situations - The ability to critically assess cultural practices and products, both in one's own culture and others. Therefore, English teachers aiming to foster intercultural competence in their students can create a culturally inclusive classroom environment. 1.5.2. The Importance of Integrating Cultural Learning in Educational Curriculum Language serves as a means of communication, enabling individuals to interact within society, and conversations occur in specific contexts of time and place. Both second language learners and teachers must understand cultural differences, as incorporating culture-based activities in the classroom helps students become familiar with the target culture. These activities should reflect the cultural values of the target language, depending on each level. To develop cultural awareness, it is essential for students to distinguish between the cultural norms of the majority in the speech community and individual or group variations. 31 Students should be encouraged to share insights about their native culture while engaging with foreign-language peers, applying their language knowledge in meaningful, real-world contexts. Moreover, teaching the target culture should aim to foster cross-cultural communication, achievable through an organized approach that includes both linguistic and cultural aspects of the target culture, helping bridge different cognitive systems (Seelye, 1968) Language is deeply connected to culture, and exposure to native speakers' utterances, original texts, and images of daily activities will inevitably introduce cultural elements into the classroom. As language reflects social and cultural values, it is crucial to recognize that cultural norms for communication differ across societies, and these differences can lead to misunderstandings. (Brown, 1994) To tackle communication issues in EFL classrooms, learners must engage with the target culture, while teachers should remain sensitive to students' vulnerabilities to prevent discouragement. Understanding cultural aspects is crucial for adapting to life abroad, but challenges in interpretation and communication highlight the importance of learning both native and target cultures. Moreover, cross-cultural awareness is not limited to verbal communication; non-verbal elements like gestures, posture, and behavior are equally significant and can lead to miscommunication if not understood properly. 1.5.3. The Role of Foreign Language Clubs in Fostering Cultural Awareness When fostering cultural awareness in the EFL classroom, it is important to remember that a native language is learned alongside the social behaviors and attitudes of the community, which are expressed through that group. According to Ngadimun, et al (2019), ―By having communicative competence meaning that the speaker wants someone to do of what they say. They must know the usage of the expression of what they say. For example, they may express a 32 request if they need help from other people. And as the consequences, people will select the appropriate language expression to express the message or respond as feedback‖ (p.206). In clubs, English is used as a means to discuss politics, cultural norms, and key community issues. Some clubs, however, simply offer a safe space for members to practice their English skills (Malu Kathleen F, and Smedley B, 2016). Understanding a foreign culture should enable students to use words and expressions more effectively and authentically, grasp language nuances, and interact naturally with speakers of the other culture. Additionally, it helps students recognize and accept cultural differences and makes foreign speakers feel welcome in the students' own culture. 1.6. Foreign Language Clubs and Linguistic Proficiency 1.6.1. Language Proficiency In the academic context, language proficiency is essential for communication, academic performance, and personal growth. It refers to an individual's ability to understand and use a language with fluency and accuracy. The goal of second language teaching is to help learners achieve proficiency, which has been described in various ways. Hence, conceptualizing and describing proficiency is crucial in second language learning, it as general language ability and fluency, describing it as the effective use of the language system learned by the student. Carter and Nunan (2001) viewed proficiency as the ability to use the second language for communication, and Richards, Platt, and Platt (1992) defined it as the skill level in using a language, including reading, writing, speaking, and understanding. Proficiency can be accessed through proficiency tests (as cited in Gharbavi & Mousavi, 2012). Furthermore, proficiency is seen as linguistic substance by a collection of ideas. Two- language proficiency is likely to be provided as what. The notion of competence was based on 33 phonology, vocabulary, and grammar until around 1970. Semantic, discourse, and sociolinguistic components are all present in competency. Therefore, speech act rules, language functions, and context are included in the concept of language competency in addition to grammatically sound rules. Since the 1960s, it has been evident that a straightforward classification of competency as the "four skills" listening, speaking, reading, and writing has been given, particularly for curriculum design and assessment, in addition to the four skills themselves. (Brown, 2001) Stem (1991. as cited in Gharbavi & Mousavi, 2012. p .113) assumed that language proficiency range is from zero to full bilingual proficiency. He offers five language proficiency levels: - Elementary proficiency - Limited working proficiency - Minimum professional proficiency - Full professional proficiency - Native or bilingual proficiency. Language proficiency of different groups of second language learners ranges from zero to native-like proficiency. In other words, the multifaceted concept of language proficiency encompasses both communicative and linguistic skills. The term "linguistic competence" describes the understanding of a language grammatical and vocabulary norms. Effective language usage in everyday situations is referred to as communicative competence. Speaking, listening, reading, and writing are the four primary facets of language ability. The capacity to comprehend spoken words is known as listening. The capacity to generate spoken words is known as speaking. The 34 capacity to comprehend written language is known as reading. The capacity to create written language is known as writing (Bohra & Khan, 2023). In short, communication, academic performance, and personal growth all depend on language proficiency, which is a complicated concept. Being able to communicate in a language is becoming more and more crucial in today‘s worldwide society. Multiple language proficiency has several benefits for its users. As a result, increasing language proficiency is a difficult but crucial undertaking. 1.6.2. The Impact of Foreign Language Clubs on Students’ Language Skills English club activity is a strategy to achieve their skill, students comprehend a conversation accurately; students never get misunderstanding in communication. Students understand what the speaker said and students also understand what students are discussing and how to make a response. In pronunciation, most of students pronounce English vowels and consonants accurately and inaccurately. However, English club help them to enhance pronunciation. To support this point, Wardatun (2020) reported that, ―Students‘ way of telling the story concerns with intonation, stress and behavior. The content of their story is complex. Students also tell based on the parts of story. Students perform their speech fluently, accurately and correctly in pronunciation, intonation and stress though some of students are affected by mother tongue. Students use correct words choices in debate. Students also concern to the grammar. Therefore, students‘ performances were very interesting and make a comfortable environment in English Club. ―By joining English club students can speak or practice English with their friends easily and improve their vocabulary, grammar and fluency‖. (p. 3) 35 Specifically, speech and storytelling in the context of the English club class will improve both speaking and understanding. Similarly, practicing writing about their own experiences, listening to music, and reading stories may help them develop ideas and concepts that they are unaware of (Astari & Hadi, 2022). On the ground of this, English club as an extracurricular program of English where it contributes to students in developing their speaking skill in the classroom or outside the classroom. Further, ―English language club makes an enjoyable and stress-free language learning situation, it can only increase and find its way to a successful outcome and it could be the vehicles to light that spark of interest. Activities of the English club are storytelling, speech and debate competition. Storytelling is a technique of teaching skill‖ (Ngadimun, et al, 2019. p. 206). In the same vein Malu and Smedley (2016) claimed that: ―The primary goals of English clubs are communicating and practicing English. English club activities may incorporate reading, writing, listening, speaking, and critical thinking; however, the focus of community-based English clubs is on practicing oral language skills speaking and listening to English. In general, members engage in activities relevant to the immediate community or region of a country. These activities may address national concerns or global challenges, and they are more meaningful when they are member-focused‖ (p. 11). Eventually, students find foreign clubs enjoyable to share their own experiences during the club activities. It helps students communicate English outside of the classroom by enhancing their grammar, vocabulary, and pronunciation. Consequently, the English clubs‘ activities provide interactive learning. For instance, pupils acquire vocabulary through storytelling, as well as practicing speaking in front of others boost club members‘ confidence and communication skills. 36 1.7. Challenges of Foreign Language Clubs Social clubs offer a framework that promotes students' academic progress as part of the school and teaching program in addition to fostering their physical and mental growth. By taking part in social club events, students develop self-management abilities and develop stronger social interact. Further, social club activities greatly enhance students' research and communication abilities by enabling them to collaborate with one another. Besides having the benefits, English club also have the drawbacks. According to Galanes and Adam (2013. as cited in Wardatun, 2020. p. 25), ―firstly, when members of speaking club speak up, some of other members may not give attention to the speaker; also they feel ashamed to talk in front of the class. Then, sometimes the students are not enthusiasm with the materials/topic provided by the teacher. Similar, Çınar (2019) confirmed, student clubs face several challenges in their operation, many of which arise from the inherent nature of club structures. These clubs are temporary organizations that form at the start of each academic year and dissolve at the end. Even if members dedicate their entire school life to a club, they eventually graduate, leading to a constant turnover of members. Students often join different clubs each year, which disrupts continuity and prevents institutionalization. This frequent change of members prevents the development of an organizational culture, traditions, and long-term goals. As a result, member commitment to the club remains weak and the club struggles to become a stable organization. Additionally, students have to set extra time to study English within the clubs. Fang (2009) claims students will waste both money and time learning English outside of the classroom. In other words, Fang (2009 p. 240 as cited in Azmi, 2020. p. 9) presents that, ―a good English teacher should be a good English speaker‖. Thereon, although English club enhance 37 English competency and help in improving students‘ English skills, students face several challenges within it. Conclusion In short, this theoretical chapter has provided a comprehensive overview of the key concepts crucial to the present study. It began by defining teaching English as a foreign language in the Algerian Context, examining both the theories of language acquisition and the strategies of second language learning. The chapter then discussed the role of extracurricular activities in language learning, with a particular focus on foreign language clubs. It explored the numerous benefits of foreign language clubs, including their contribution to personal growth, confidence, motivation, and social interaction. Furthermore, the chapter highlighted the importance of cultural awareness in language learning. Additionally, it examined how foreign language clubs positively impact linguistic proficiency. Finally, the chapter addressed the challenges of foreign language clubs. The subsequent chapter describes the methodology used to conduct the present investigation Chapter Two: Research Methodology, Data Analysis & Discussion Chapter Two: Research Methodology, Data Analysis & Discussion Introduction ............................................................................................................................... 38 2.1. Research Design................................................................................................................. 38 2.2. Research Approach ............................................................................................................ 39 2.3. Research Settings ............................................................................................................... 41 2.4. Population and Sampling ................................................................................................... 42 2.5. Data Collection Procedure ................................................................................................. 43 2.5.1. The Teachers Interview............................................................................................... 43 2.5.2. Classroom Observation ............................................................................................... 45 2.6 Data Analysis Procedures ................................................................................................... 46 2.7. Display and Analysis of the Teachers Interview Findings ................................................. 47 2.8. Display and Analysis of the Classroom Observation Findings .......................................... 70 2.8.1. Observations Related to Role Play ............................................................................. 71 2.8.2. Observations Related to Debate .................................................................................. 74 2.8.3. Observations Related to Bingo Game ......................................................................... 75 2.9. Discussion of the Results ................................................................................................... 79 2.9.1. Discussion of the Teachers‘ Interview Results ........................................................... 79 2.9.2. Discussion of the Classroom Observation Results ..................................................... 80 Conclusion……………………………………………………………………………………….81 38 Chapter Two: Research Methodology, Data Analysis & Discussion Introduction So far, we have presented in the literature review exploring the role of foreign language clubs in enhancing linguistic proficiency and cultural awareness among middle school learners in depth. The next step in any research is designing the methodology and analyzing data as a practical part. Accordingly, this chapter includes the research design and methodology used in the current study in addition to data analysis. It is, hence, concerned with the methods and procedures used in data collection and analysis procedure. Firstly, it begins outlining of the research design that was followed in the study. Secondly, it describes the qualitative research methods. It also describes the population and sample. After that, it sheds light on the data collection instrument, namely the teachers‘ interview and classroom observation. Finally, the chapter wraps up with the demonstration, analysis, and interpretation of the results obtained from research tools, as well as referring to the implications, limitations of the study and recommendations for future research. 2.1. Research Design Several types of methods might be integrated in the process of researching, since the primary goal of this research is exploring the role of foreign language clubs in enhancing linguistic proficiency and cultural awareness among middle school learners. Research deign refers to a set of techniques and methods that are used to conduct the research study. To support this point, Selinger and Shohamy (1989. p. 157, as cited in Khaldoun, 2008. p. 85) affirmed that, ―Research design is based on understanding a steps within the interactive framework of the research, without isolating variables‖ Research design is an important component of the dissertation to answer the research questions. Then; the research design is the overall strategy for 39 conducting research which is concise and reasonable plan to solve existing research problems by collecting, interpreting, analysing and discussing data. In the same vein, Churchill and Lacobucci (2005) give a simple definition to research design as ―the blueprint that is followed to complete the study‖ (p.74). As mentioned before the study employs qualitative approach to collect and analyse data. Accordingly, qualitative research methods provide a deep understanding of the research topic and enhance the validity of the research findings. Similarly, Cresswell (2009) expresses that ―research designs are plans and the procedures for research that span the discussion from broad ―. Furthermore, a good research design is typically defined by adjectives such as adaptable, appropriate, effective and cost effective. Generally, research design is one that minimizes variance and maximizes the reliability of collected and analyzed data. 2.2. Research Approach Creswell (2009) asserted the importance of illustrating the research approaches as an effective procedures and strategies to increase the validity of academic research. He defined research approaches as they are ―plans and procedures for research that span the steps from broad assumptions to detailed methods of data collection, analysis, and interpretation‖ (Creswell, 2009. p. 3). According to him there are three research approaches which are quantitative approach, qualitative approach, and mixed method approach. In addition to that, Fred and Perry (2005) claimed that quantitative and qualitative approaches represent different ends on a continuum. Therefore, a qualitative approach is applied in thus study. Additionally, certain research can be approached only through one method because of the nature of its data, which varies at different stages of the study. For that, using qualitative approach can help to avoid the biases and limits of individual approaches. 40 Considering that our study belongs to the field of descriptive studies that aims ―to accurately and systematically describe population, situation or phenomenon‖ (Mccombes, 2022, p.1), we adopted the qualitative approach, this means that the research will be using qualitative research methods for the collection and analysis of data. Moreover, qualitative research allows for a deeper understanding of the importance of research topic. Qualitative data are analyzed depending on thematic interpretation. According to Nunan (1991. p. 55), ―qualitative method is characterised via way of means of verbal descriptions as its statistics, it really works to find data from data-wealthy sample, and it entails frequencies of incidence of members` beliefs, opinions, attitudes and motivation which can be explored, analyzed, and interpreted via way of means of a few statistical strategies‖. That is to say, qualitative research is non-statistical, which is based on interpretations generated from the interview. In addition, qualitative method enables researchers to gather in- depth contextual information by asking open-ended‚ flexible question‚ or by close observation of events situations circumstances being studied. Thereon, the qualitative strategies are an interpretative method, which tries to benefit perception into particular behaviours associated with a positive social phenomenon through the evaluation of members` subjective reports. Additionally, Lee (2012) demonstrates, Qualitative analysis is especially effective in obtaining culturally specific information about the values, opinions, behaviours, and social contexts of particular populations The strength of this research method