Abstract
This study reflects the best practice of the English immersion program designed for EFL learners. Through observation in the research site and interview with eight participants (two language managers and six language learners), the modified model is discovered as the guidelines in ruling the project in which curriculum, English proficiency, and language management are the main points. Besides, Informal learning becomes the hot issue of this study since the English zone facilitates English informal interaction between language partners and learners which enhances English learning experiences effectively and motivates them to use English. The finding also reported that English immersion program emerges learning community, personal qualities development, English language acquisition, and self-efficacy, language awareness and language exposure The study may contribute to the body of knowledge in second language acquisition and recommend schools or universities and other related institutions to implement English immersion program as the alternative solution for English language learning in non-native speaking countries.
Highlights
The study on language immersion has been conducted since the 1960s when French immersion was developed in Canada, and followed by foreign language immersion programs in the UnitedSupriyono, Y., Saputra, Y., & Dewi, N.S.N. (2020)
The learning atmospheres as created in the English zone, which promotes and encourages the learners to use English in the communication with the teacher and among their friends change their perception toward English language learning
Transactional conversation using English as performed by visitors when ordering meals and drinks as offered by English café in the English zone has indicated that informal learning occurs when the situated learning promotes them to use English in the transaction without feeling worried of making mistakes
Summary
The study on language immersion has been conducted since the 1960s when French immersion was developed in Canada, and followed by foreign language immersion programs in the UnitedSupriyono, Y., Saputra, Y., & Dewi, N.S.N. (2020). There has been a steady increase in the number of Asian universities and countries (e.g. in Japan, Thailand and Hong Kong, Korea) which send their second or foreign language learner of English to join overseas English language immersion programs (Bodycott & Crew, 2001; Ee, 2016; Poon, 2016). Some studies provide evidence that immersion students performed much better than non-immersion peers in second language proficiency. Knell et al (2007) evaluated that immersion students perform better on English vocabulary, word identification and oral proficiency. The language learners become proficient in the second language and increase cultural awareness while reaching a high level of academic achievement (Caldas & Caron-Caldas, 2010; Ahn, 2015; Poon, 2016; Lee, 2009). A study by Cheng et al (2010) discovered that immersion students, compared with non-immersion students, did better in English at all three grade levels
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