Abstract
ABSTRACT English learners in EFL contexts where grammar-based instruction is still dominant often lack opportunities to use the target language both within and outside the classroom. In 2010, we initiated a club-based approach to facilitate students’ learning beyond the classroom. It focused on meaningful communication, authentic tasks, student agency, community service, and learner leadership to help students develop their English ability while sharpening their twenty-first century skills for both personal and professional development. In this innovative practice paper, we will present the context, rationales and implementation of this student-led model so that other educators can learn from and adapt our innovation for their own contexts to solve the teaching and learning problems in their communities.
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