The Path Less Taken: Incorporating Service-learning in the English Language Curricula

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Author: Hameda Suwaed, Sabratha University, Libya
Email: hamedasuwaed@gmail.com
Published: April 27, 2019
https://doi.org/10.22492/ijll.4.1.02

Citation: Suwaed, H.(2018). The Path Less Taken: Incorporating Service-learning in the English Language Curricula. IAFOR Journal of Language Learning, 4(1). https://doi.org/10.22492/ijll.4.1.02


Abstract

Although service-learning, as a language teaching strategy, is considered important for developing the college students' academic and soft skills, or personal attributes that people need in order to work with others, including communication skills, empathy, social skills, listening skills and attitudes, it is still a neglected area in the Libyan educational system. This study aims to investigate the trial of implementing service-learning in an English language course and carried out in the Department of English at Sabratha college of Arts. The findings of this study, based on students’ reflection journals, focus groups and an open-ended questionnaire, show that service-learning enhanced the students’ English language knowledge and skills. Also, students gained soft skills and confidence in using the English language in its context. Finally, the service-learning experience promoted the students’ values and self-worth in terms of feeling important and contributing positively to the society.

Keywords

power service-learning, EFL, academic skills, interpersonal skills, soft skills