INTEGRATING EXTRACURRICULAR ACTIVITIES INTO ENGLISHLANGUAGE TEACHING IN HIGHER EDUCATION: IMPLICATIONS FOR HOCHI MINH CITY UNIVERSITY OF ECONOMICS AND FINANCE

Abstract

In the modern academic landscape, universities are starting to cast their gaze beyond the classroom, as the demand for English proficiency grows in higher education. Nowadays, extra-curricular activities are considered as valuable supplements to formal English language teaching (ELT). This review investigates the contribution of these activities to the students' English learning at the university level as well as the implications for UEF. Based on research published between 2000 and 2025, it compiles the scholarly work on the definition of extracurricular activities, their roles, benefits and challenges. The present discussion is based on the use of central theories, including the Experiential Learning Theory, Situated Learning Theory, Self‑Determination Theory and Intercultural Communicative Competence. The research indicates that English clubs, debates, cultural exchange projects, volunteer work and public speaking opportunities provide authentic opportunities for students to engage in language, to become independent learners, to remain motivated, and to develop intercultural and professional skills. At the same time, issues like limited time, lack of resources, and uneven participation continue to pose difficulties. Overall, the review indicates that the provision of extracurricular activities should be perceived as a component of the broader ELT context and not an add-on. It concludes with suggestions for the ways in which UEF can maximize the effectiveness of its extra-curricular programs to enhance student engagement, language development, employability and learning outcomes.