Peer Interaction and Informal Pedagogy: The Role of English Study Clubs in Developing Oral Proficiency
Keywords:
peer interaction, informal pedagogy, speaking skill, learner autonomy, English study clubAbstract
Developing oral proficiency remains a persistent challenge for English as a Foreign Language (EFL) learners, particularly in contexts where classroom instruction emphasises grammar and reading over communicative practice. In Indonesia, informal learning environments such as English study clubs have emerged as alternative spaces for authentic language use. However, limited research has examined how peer interaction and informal pedagogy contribute to the development of speaking skills in these contexts. This study explores how the English Santai Club in Palu facilitates learners’ oral proficiency through peer collaboration, scaffolding, and supportive interaction. Using a qualitative case study design, data were collected through observation, interviews, and documentation, and then analysed thematically. The findings reveal that informal peer-led activities promote confidence, fluency, and motivation by creating a non-threatening and enjoyable learning atmosphere. Participants transitioned from passive listeners to active communicators, supported by constructive peer feedback and community engagement. The study demonstrates that informal English clubs function as effective communities of practice, fostering learner autonomy and sustainable language growth. These results highlight the pedagogical potential of integrating informal, peer-based approaches into formal EFL instruction to enhance communicative competence and lifelong learning.
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