ENHANCING LANGUAGE ACQUISITION THROUGH ACTIVITY-BASED LEARNING: A COMPREHENSIVE STUDY BASED ON UNDERGRADUATE STUDENTS IN INDIA

Abstract

One of the innovative and effective approaches to engaging young learners actively in the learning process is Activity-based language learning. It focuses on creating an interactive learning environment to make interest in learning a language. This paper aims to determine the efficacy of activity-based language learning in promoting English language proficiency among young learners. Activity-based learning is a typical example of non-traditional methodologies opposed to the traditional lecture-based system. This research study aims to reveal how ABL can contribute to certain specific English Language Skills such as vocabulary improvement, better grammatical orientation, enhanced speaking & listening skills, improved reading comprehension, and well-structured writing skills. The study employed a mixed method that combines the quantitative and qualitative data which enabled us to understand the nuances of ABL-influenced language proficiency. The study includes the analysis of language skills amongst various groups of students who have different age groups and proficiency levels from higher study institutions. To accomplish this, students were facilitated over the course of a semester using role-plays, group activities, and games such as discussions for language stimulation and other project-based assignments. The purpose of this was to investigate the potential effectiveness of activity-based learning in developing learners' English language proficiency. Activity-based learning, which is characterized by interactive and hands-on activities; stands as a counterpoint to the more traditional lecture-leading methodology. This paper examines the extent to which technological tools could be useful in enhancing different language competencies namely vocabulary, grammar, and speaking skills can improve amongst learners of English as a foreign language. This paper is a comprehensive analysis done by a mixed-method study, including both quantitative and qualitative data analysis processes to evaluate the effect of activity-based learning on language proficiency.