The influence of fun learning on beginner-level students’ motivation to learn English in non-formal education settings

Abstract

This study investigates the influence of fun learning strategies on the motivation of beginner-level students in a non-formal English course. Many young learners in Indonesia attend private English classes due to parental encouragement rather than personal interest, which often results in low intrinsic motivation. To address this issue, the study examined whether enjoyable activities such as games, songs, and group tasks could enhance learners’ enthusiasm and engagement. A qualitative case study was employed, and seven children aged 8-12 were purposively selected. Data were collected over three weeks through six classroom observations and semi-structured interviews, then analyzed inductively using thematic analysis. The findings indicate that fun learning significantly enhanced students’ emotional, behavioral, and social engagement. Games consistently generated strong excitement and persistence, while songs and group activities promoted collaboration and confidence, although singing was less preferred by some students. Learners perceived fun learning as making English easier, less intimidating, and more enjoyable, which encouraged long-term motivation and determination to improve. The study contributes to both theory and practice by confirming that fun learning can cultivate intrinsic motivation and reduce anxiety among young EFL learners in non-formal contexts. It emphasizes the importance of aligning playful methods with learner preferences to sustain engagement and confidence. These insights are valuable for educators and curriculum designers seeking to create motivating and responsive English learning environments beyond the formal classrooms.