EFL Students’ Experience in a Language Immersion Program: A Diary Study
DOI:
https://doi.org/10.24256/ideas.v13i1.6154Keywords:
Behaviorism, Constructivism, Interactionism, Language Immersion, Second Language AcquisitionAbstract
This study will seek to find out the effectiveness of the immersive English environment in the Bidan Dormitory in developing the language and speaking confidence of EFL learners. In this research study, qualitative data collection methods were employed through diary entries of the students, observation, and interviews with the camp supervisor. The results of the study showed that continuous exposure to English, peer interaction, and structured activities facilitated linguistic proficiency and confidence. At first, the students were battling with fear, embarrassment, and a limited vocabulary due to the strict English-only rule; however, their skills improved significantly through consistent practice supported by operant conditioning principles of rewards and penalties. According to Vygotsky's Social Constructivism Theory, peer interaction and supportive community created a collaborative learning atmosphere, while some structured activities such as Morning Class and Camp Night Party aligned with Long's Interaction Hypothesis, offering active participation opportunities despite additional support needs for lower-achieving students. This immersive environment integrates the behaviorist, interactionist, and constructivist approaches to language learning so well that it highlights a number of tailored interventions, such as study clubs and personalized mentoring, that may be required to support less confident learners. The paper also confirms the potential of an immersive setting in second language acquisition and recommends that future research investigate how such settings might respond to the diverse needs of learners.
References
Addaeroby, M. F., & Febriani, E. (2024). Application Of Skinner’s Behaviorist Learning Theory In Learning Arabic Speaking Proficiency/ Penerapan Teori Belajar Behavioristik Skinner Dalam Pembelajaran Maharah Kalam. Jurnal Bahasa Arab, 1(1), 33–42. https://doi.org/10.69988/mx5kzs45
Aityan, S. K. (2022). Confidence Intervals. https://doi.org/10.1007/978-3-030-76857-7_13
Annisa, N., Syam, A. T., & Masruddin, M. (2022). Teaching vocabulary through the Round Robin Brainstorming Technique. English Education Journal, 13(1), 46-55.
Alamri, W. A. (2019). Effectiveness of Qualitative Research Methods: Interviews and Diaries. International Journal of English and Cultural Studies, 2(1), 65. https://doi.org/10.11114/ijecs.v2i1.4302
Baker, Z. (2023). Young people engaging in event-based diaries: A reflection on the value of diary methods in higher education decision-making research. Qualitative Research, 23(3), 686–705. https://doi.org/10.1177/14687941211048403
Chew, S. L., & Cerbin, W. J. (2021). The cognitive challenges of effective teaching. The Journal of Economic Education, 52(1), 17–40. https://doi.org/10.1080/00220485.2020.1845266
Duncan, L. G., Gollek, C., & Potter, D. D. (2020). eLIPS: Development and Validation of an Observational Tool for Examining Early Language in Play Settings. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01813
Giannakos, M. N., Sharma, K., Papavlasopoulou, S., Pappas, I. O., & Kostakos, V. (2020). Fitbit for learning: Towards capturing the learning experience using wearable sensing. International Journal of Human-Computer Studies, 136, 102384. https://doi.org/10.1016/j.ijhcs.2019.102384
Hamzah, N., Suratman, B., & Rahnang, R. (2023). Linguistic Habitus: The Use of Arabic in Early Childhood in Parenting (Millennial Muslim Parents). AWLADY: Jurnal Pendidikan Anak, 9(2), 119. https://doi.org/10.24235/awlady.v9i2.11137
Ismayanti, D., Said, Y. R., Usman, N., & Nur, M. I. (2024). The Students Ability in Translating Newspaper Headlines into English: A Case Study. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 12(1), 108-131.
Iren, B., & Ирена, Д. Б. (n.d.). THE ROLE OF INTERACTION IN SECOND LANGUAGE ACQUISITION РОЛЬ ОБЩЕНИЯ B УСВОЕНИИ ВТОРОГО ЯЗЫКА. https://doi.org/10.46646/SAKH-2020-1-121-124
Karatsareas, P. (2022). Semi-Structured Interviews. In Research Methods in Language Attitudes (pp. 99–113). Cambridge University Press. https://doi.org/10.1017/9781108867788.010
Khokhar, S., Pathan, H., Raheem, A., & Abbasi, A. M. (2020). Theory Development in Thematic Analysis: Procedure and Practice. Review of Applied Management and Social Sciences, 3(3), 423–433. https://doi.org/10.47067/ramss.v3i3.79
Kim, T. P. (2023). Reviewing the Significance of Practice in Learning English as a Second Language. Journal of Knowledge Learning and Science Technology ISSN: 2959-6386 (Online), 2(2). https://doi.org/10.60087/jklst.vol2.n2.p.67
Lee, R., Flavell, J. C., Tipper, S. P., Cook, R., & Over, H. (2021). Spontaneous first impressions emerge from brief training. Scientific Reports, 11(1), 15024. https://doi.org/10.1038/s41598-021-94670-y
Maflah Alharbi, J. (2023). Insight into the Role of Interaction in Language Acquisition: Vygotsky’s Interactionist Theory of Language. Arab World English Journal, 14(2), 281–294. https://doi.org/10.24093/awej/vol14no2.20
Masruddin, M., Furwana, D., & Jafar, A. (2021). The Efficacy of the Think-Talk-Write Strategy in Improving Writing Skills for Teenagers at Batu Walenrang Palopo. FOSTER: Journal of English Language Teaching, 2(1), 252-260.
Masruddin, Hartina, S., Arifin, M. A., & Langaji, A. (2024). Flipped learning: facilitating student engagement through repeated instruction and direct feedback. Cogent Education, 11(1), 2412500.
Mas’ud, M. A., Language, E., & Program, T. (2020). The Implementation of the Speaking and English Dormitory Program: A Case Study.
Negi, Dr. S. (2020). Constructivist approach of Vygotsky for innovative trends in learning and teaching. International Journal of Advanced Academic Studies, 2(1), 349–353. https://doi.org/10.33545/27068919.2020.v2.i1f.662
Owusu, E., Sawalmeh, M. H. M., Senior, C. A., Victoria N.A.F. Adu, Quampah, B., & Tutu, P. K. (2022). Pedagogic Strategies for Stimulating Long’s (1980) Interaction Hypothesis in the Second Language Classroom. International Journal of Linguistics, Literature, and Translation, 5(10), 176–183. https://doi.org/10.32996/ijllt.2022.5.10.21
Poehner, M. E., & Lantolf, J. P. (2021). The ZPD, Second Language Learning, and the Transposition ~ Transformation Dialectic. Cultural-Historical Psychology, 17(3), 31–41. https://doi.org/10.17759/chp.2021170306
Porter, S., & Sofia Castillo, M. (2023). Effectiveness of Immersive Language Learning: An Investigation into English Language Acquisition in Immersion Environments Versus Traditional Classroom Settings. Research Studies in English Language Teaching and Learning, 1(3). https://doi.org/10.62583/rseltl.v1i3.18
Pratiwi, W. R. (2023). Indonesian Students’ Growth Perception of an English Immersion Program. ENGLISH FRANCA : Academic Journal of English Language and Education, 7(1), 57. https://doi.org/10.29240/ef.v7i1.6594
Rahmah, N. W., & Aly, H. N. (2023). Penerapan Teori Behaviorisme dalam Pembelajaran. Journal of Education and Instruction (JOEAI), 6(1), 89–100. https://doi.org/10.31539/joeai.v6i1.5425
Rhubido, D., Laksono, K., Mintowati, Suhartono, Septiana, H., & Tyasnurita, R. (2021). Writing with Word Limits: A Review. https://doi.org/10.2991/assehr.k.211223.007
Skinner, D., Gjerde, K. P., & Padgett, M. Y. (2022). Importance of Goal and Feedback Orientation in Determining Feedback Effectiveness. Journal of the Scholarship of Teaching and Learning, 22(3). https://doi.org/10.14434/josotl.v22i3.31866
Setiawan, E. I., Masruddin, M., & Zainuddin, Z. (2023). Semiotic Analysis and Ethnography Study on the Implementation of Local Wisdom in the Economic Field at Luwu Society. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 11(2), 1912-1925.
Supriyono, Y., Saputra, Y., & Dewi, N. S. N. (2022). English Immersion Program in EFL Setting: A Modified Model, Implementation, and Effectiveness. JEELS (Journal of English Education and Linguistics Studies), 7(1), 137–160. https://doi.org/10.30762/jeels.v7i1.1767
Wilson, A. (2022). Reimagining Everyday Language Learning: A Community-Based Participatory Approach. Childhood Education, 98(1), 6–13. https://doi.org/10.1080/00094056.2022.2020532
Yadav, D. (2022). Criteria for Good Qualitative Research: A Comprehensive Review. Asia-Pacific Education Researcher, 31(6), 679–689. https://doi.org/10.1007/s40299-021-00619-0
Zhang, F., Schunn, C., Chen, S., Li, A. W., & Li, R. (2023). EFL Student Engagement with Giving Peer Feedback in Academic Writing: A Longitudinal Study. https://doi.org/10.2139/ssrn.4346387
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2025 Daffani Nur Rohman, Entusiastik, Sri Wulandari
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
