Creating a Safe and Stress-free Environment when Using Extracurricular Activities in Second Language Teaching

Abstract

Using different methods and strategies in the process of a second language learning is considered as the most effective way to achieve maximum results. There is a wide variety of information about extracurricular activities, ways and methods of their implementation in academic sources. They mainly discuss their types, implementation methods and impact on students’ outcomes and success. The presented paper is focused on exploring, on the one hand, the students' attitudes towards extracurricular activities and the ways it is possible to create a safe environment in the process of their use while integrating them into the formal environment of second language learning. The theoretical framework of the research is based on the approaches and classifications presented in the academic sources. As part of the research, our oown approaches have also been developed. The research is based on classroom observation, questionnaire analysis and analysis of academic sources. The paper identifies and classifies the elements and characteristics that create a safe and stress-free learning environment for learners when using extracurricular activities. To achieve this goal, it was necessary to classify ECA activities to identify student preferences. The questionnaire is presented in the form of a Google form. Learners have learned a second language at different stages of their lives and in different institutions. Their current level of language proficiency is also different. To achieve the research goal, the paper will answer the following research questions: 1. What types (intensity, form, and content) of extracurricular activities do students find lessstressful? 2. What is the role of teachers in employing extracurricular activities to create a stress-free environment? 3. How can students contribute to creating a stress-free environment by using extracurricular activities? 4. When is participation in extracurricular activities less stressful? As a result of the conducted research, it was revealed that students feel safe and stress-free when:

• Participation in extracurricular activities is not compulsory, but they have a choice whether to participate in them or
• When the extracurricular activity is not reflected in the evaluation and both the teacher and the students understand that it is an aid in the way of language
• When they have clear instructions about the • When the activity is not organized only for strong (or rarely weak)students.
• When the teacher considers the students' initiatives and adjusts them to her/his pedagogical
• When the cultural and social experience of learners is taken into consideration when organizingactivities.
• The paper presents practical recommendations that will help teachers in planning and conducting.