The particular dialect or language that a person chooses to use on any occasion is called a code 402 Copyright © 2025 The Author IDEAS is licensed under CC-BY-SA 4.0 License Issued by English study program of IAIN Palopo IDEAS Journal of Language Teaching and Learning, Linguistics and Literature ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) Volume 13, Number 1, June 2025 pp.402 - 417 EFL Students’ Experience in a Language Immersion Program: A Diary Study Daffani Nur Rohman1, Entusiastik2, Sri Wulandari3 E-mail: Daffanyxtream@gmail.com 1,2,3Faculty of Teacher Training and Education, Universitas Islam Kadiri, Kediri, East Java Received: 2025-01-12 Accepted: 2025-04-15 DOI: 10.24256/ideas. v13i1.6154 Abstract This study will seek to find out the effectiveness of the immersive English environment in the Bidan Dormitory in developing the language and speaking confidence of EFL learners. In this research study, qualitative data collection methods were employed through diary entries of the students, observation, and interviews with the camp supervisor. The results of the study showed that continuous exposure to English, peer interaction, and structured activities facilitated linguistic proficiency and confidence. At first, the students were battling with fear, embarrassment, and a limited vocabulary due to the strict English-only rule; however, their skills improved significantly through consistent practice supported by operant conditioning principles of rewards and penalties. According to Vygotsky's Social Constructivism Theory, peer interaction and supportive community created a collaborative learning atmosphere, while some structured activities such as Morning Class and Camp Night Party aligned with Long's Interaction Hypothesis, offering active participation opportunities despite additional support needs for lower-achieving students. This immersive environment integrates the behaviorist, interactionist, and constructivist approaches to language learning so well that it highlights a number of tailored interventions, such as study clubs and personalized mentoring, that may be required to support less confident learners. The paper also confirms the potential of an immersive setting in second language acquisition and recommends that future research investigate how such settings might respond to the diverse needs of learners. Keywords: Behaviorism, Constructivism, Interactionism, Language Immersion, Second Language Acquisition http://u.lipi.go.id/1457703302 mailto:Daffanyxtream@gmail.com IDEAS, Vol. 13, No. 1, June 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 403 Introduction English fluency is essential for global communication, yet second language acquisition (SLA) remains challenging due to limited exposure (Kim, 2023). Immersion programs in language-rich environments effectively improve proficiency (Porter & Castillo, 2023). Schools and hostels with English-only policies, such as Kampung Inggris, enhance fluency, vocabulary, and pronunciation (Pratiwi, 2023; Supriyono et al. 2022). This study explores immersion-based SLA through three core theories: Skinner’s Behaviorism, reinforcing habits via praise and correction (Addaeroby & Febriani, 2024); Vygotsky’s Social Constructivism, emphasizing peer collaboration (Negi, 2020); and Long’s Interaction Hypothesis, focusing on negotiation and feedback (Zhang et al., 2023). At Bidan Dormitory, students practice English daily through structured interactions and reinforcement techniques (Hamzah et al., 2023). While immersion is effective for SLA (Wilson, 2022; Mas'ud et al., 2020), most studies focus on classrooms, leaving dormitory-based learning underexplored. This study examines how continuous language use in residential settings influences fluency and confidence through diaries, observations, and interviews. By shifting focus from classroom immersion to dormitory settings, this research highlights the strengths and challenges of real-life SLA experiences, addressing a critical gap in existing literature. To address the identified research gap, this study investigates the following questions: 1. How does the dormitory-based immersive environment influence EFL students' language acquisition and speaking confidence? 2. What challenges and benefits do students experience in a dormitory immersion program? 3. How do behaviorist reinforcement strategies, social interaction, and peer feedback contribute to learners' language development? Method Research Design This qualitative study, adapted from Yadav (2022), explores students' Second Language Acquisition (SLA) experiences at Bidan Dormitory. Using an exploratory approach, it examines interactions, reflections, and socialization in an immersive environment. Daffani Nur Rohman1, Entusiastik2, Sri Wulandari3 EFL Students’ Experience in a Language Immersion Program: A Diary Study 404 Participants and Sampling Method Six participants were randomly selected from 24 students enrolled in the Language Center’s English course. A simple random sampling method (Aityan, 2022) ensured equal selection probability through an online name generator. Given the researcher's dual role as a teacher and former tutor, steps were taken to maintain objectivity. Over two weeks, participants recorded daily diaries documenting their learning experiences. Data Collection Techniques Diaries Participants kept structured diaries (Alamri, 2019) for two weeks, limited to 50 words per entry (Rhubido et al., 2021). Themes included first impressions (Lee et al., 2021), daily communication (Chew & Cerbin, 2021), confidence milestones (Giannakos et al., 2020), and learning goals (Skinner et al. 2022). Field Observations Unstructured observations examined student interactions, English usage, and peer reinforcement. Findings align with Duncan et al. (2020), emphasizing social learning in language acquisition . Semi-Structured Interviews Interviews with students and the camp supervisor explored immersion experiences, program structure, and effectiveness (Karatsareas, 2022). Data Analysis Techniques Thematic analysis was used to identify recurring patterns in participants’ experiences (Khokhar et al., 2020) . This involved coding diaries, interview transcripts, and observation notes, grouping similar codes into themes, and comparing findings across data sources for consistency. Key themes included language confidence, skill development, and peer support (Baker, 2023). To ensure reliability, the coding process was reviewed by the Camp Management Supervisor. A comparative analysis across diaries, interviews, and observations helped identify common challenges and successes in the immersion environment. Triangulation further ensured objectivity and credibility by cross-referencing diary data with supervisor interviews and observations. Ethical Considerations This study follows ethical research guidelines, with written consent obtained from participants, camp tutors, and camp management. All participant details have been anonymized for academic purposes, and they could withdraw at any time without consequences. Ethical measures were upheld to ensure participant rights and research integrity. IDEAS, Vol. 13, No. 1, June 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 405 Results Students’ Diaries Table 1. Effect of Immersive Dormitory Environment on Language Acquisition The English Zone at Bidan Dormitory fosters second language learning through consistent practice, peer interaction, and cultural exposure. While adapting to the English-only rule was initially challenging, students later recognized its benefits. Rifai, for instance, expressed a desire to return due to its effectiveness. Most participants found the program meaningful, emphasizing the value of a supportive environment. 5 4 3 4 5 Encouragement from the Environment Language Immersion as a Habit-Forming Practice Increased Confidence and Fluency Fear of Speaking and Lack of Confidence Continuous Practice and Habit Formation Mentions Daffani Nur Rohman1, Entusiastik2, Sri Wulandari3 EFL Students’ Experience in a Language Immersion Program: A Diary Study 406 Table 2. Challenges and Benefits of Dormitory Immersion Program The dormitory setting helps students form language habits, as seen in Amy’s goal of mastering grammar and fluency. However, lack of confidence remains a challenge, with some feeling discouraged by fines and punishments. While reinforcement strategies encourage English use, excessive penalties sometimes reduce motivation instead of promoting learning. Table 3. Role of Reinforcement, Social Interaction, and Peer Feedback 4 3 4 5 4 5 5 Struggles with Vocabulary and Sentence Formation Pronunciation Difficulties Fear of Speaking and Lack of Confidence Forming Friendships and a Sense of Family Exposure to Different Backgrounds Encouragement and Learning from Others Gaining Confidence in Conversations Mentions 3 5 4 5 4 3 Punishments Should Encourage English Practice The English Area Encourages Practice Encouragement and Learning from Others Confidence Development Through Socialization Overcoming Nervousness in Speaking Academic Success in English Learning Mentions IDEAS, Vol. 13, No. 1, June 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 407 Despite initial struggles, students gain confidence and fluency through continuous exposure. Jeremy felt a sense of achievement when communicating with foreigners, while Risky overcame nervousness with regular practice. Peer support plays a crucial role, with many valuing encouragement and feedback. Some suggest shifting punishments toward skill-building rather than fines. To enhance the program, alternative reinforcement methods like vocabulary memorization, confidence-building activities, and flexible rules could improve the learning experience. Ultimately, the dormitory’s immersive setting fosters fluency and long-term success. Interview with the supervisor The English Area provides students with a space to develop their English skills and build confidence. According to the supervisor, classroom learning alone is insufficient; students need active participation in the immersive environment to enhance fluency. While the dormitory offers opportunities, students must take the initiative to engage. Peer interaction is crucial, as learners need partners to practice with. However, some feel insecure about their proficiency and avoid speaking. Lack of structured support and fear of mistakes further limit participation. Reinforcement strategies and peer encouragement are essential for improving engagement. Strengthening these aspects will make English a natural communication tool and create a more effective learning environment. Observation The English Area program at Bidan Dormitory creates an immersive learning environment through structured activities, peer interactions, and confidence- building exercises. Observations over two weeks focused on student participation, interaction, and program effectiveness. Students engage in Morning and Evening "English Area ini adalah sebagai wadah member untuk mengembangkan, meningkatkan Bahasa Inggris mereka, tapi di sisi lain juga itu menjadi sebuah forum bagi si member untuk meningkatkan kepercayaan dirinya." "Kalau misalkan kita hanya patuhkan, atau hanya berharap, dengan materi pembelajaran yang kelas aja, maka itu kurang efektif atau kurang mendukung." "Enggak cukup hanya memaksa diri untuk melaksanakan, atau mempraktekan Bahasa Inggris itu, tapi dia juga butuh partner untuk melaksanakannya." "Tidak hanya tutor camp yang berkomitmen, tapi membernya juga yang berkomitmen." Daffani Nur Rohman1, Entusiastik2, Sri Wulandari3 EFL Students’ Experience in a Language Immersion Program: A Diary Study 408 Classes, vocabulary discussions, and Thursday Gatherings. A strict English-only policy with monetary penalties promotes consistent language use. While confident students participate actively, less proficient learners struggle, highlighting the need for additional support. Immersive exposure fosters regular practice, gradually improving speaking confidence. Despite its benefits, lower-level and introverted students engage less, limiting progress. However, social events like drama competitions encourage teamwork and enhance grammar, pronunciation, and confidence. Feedback sessions create a supportive atmosphere, reducing fear of judgment and encouraging participation. Reinforcement strategies play a key role, with confident students influencing peers and penalties enforcing English use. Some suggest alternatives, like vocabulary memorization instead of fines, to boost engagement. Peer feedback in discussions aids learning, but hesitant students need more encouragement. To enhance the program, introducing study clubs and targeted assignments could help struggling students integrate better. Confidence-building exercises should be incorporated to create a more inclusive environment, ensuring all students benefit from immersion. Discussion The Influence of the Dormitory-Based Immersive Environment on Language Acquisition and Speaking Confidence Reinforcement Strategies and Their Effectiveness The immersive environment enforces English use, aligning with Vygotsky’s Social Constructivism, which emphasizes learning through interaction and scaffolding (Negi, 2020). Many students initially struggle with the English-only policy but acknowledge its effectiveness in maintaining consistent practice. The dormitory's SPV stresses the importance of enforcing discipline from the start, ensuring that students adapt early to the immersion setting. In this context, dormitory-based English immersion serves as a structured approach to language acquisition, integrating reinforcement, social interaction, and continuous feedback. This reflects the principles of Behaviorism, as proposed by Skinner (Rahmah & Aly, 2023), which emphasize the role of reinforcement in developing consistent language habits. “Speaking 24-hour English was both fun and hard. It was fun because I was able to practice speaking and build my confidence” "English Area itu tidak bisa berjalan dimulai dari tengah-tengah. Jadi memang harus didisiplinkan dari awal ketika mereka datang ke sini." “…there was a rule of using the language full 24 hours a day and before that I didn't know about vocabulary and I always tried and thank God I can speak English...” IDEAS, Vol. 13, No. 1, June 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 409 However, at Bidan Dormitory, punishment-based strategies, such as monetary fines, do not always encourage language practice, as some students view them as an easy way out. Instead, alternative reinforcement strategies, such as vocabulary memorization, are suggested to be more effective in forming language habits through active recall. Building on this, reinforcement strategies like peer feedback and role modeling by advanced students further support English use in informal settings, encouraging active participation. However, while punishment is intended as a deterrent, it does not always lead to habit formation. Observations reveal that confident students initiate conversations more frequently, whereas hesitant learners require additional encouragement to engage in meaningful practice. This highlights the need for structured peer support, where more proficient students assist others (Poehner & Lantolf, 2021). Social Interaction and Confidence-Building in the Dormitory Setting Social interaction plays a vital role in building students' speaking confidence, supporting Long’s Interaction Hypothesis, which highlights negotiation of meaning and feedback as crucial to language learning (Owusu et al., 2022). Peer encouragement enhances fluency, and the SPV emphasizes that both tutors and students must commit to maintaining English use. Confidence-building emerges as a key outcome, with students overcoming initial nervousness through continuous exposure, as illustrated by Amy’s realization of her gradual improvement. However, some students did not achieve the same results. Rifai shared, "Dan tidak hanya didisiplinkan saja, tapi juga berkomitmen bersama. Jadi tidak hanya tutor camp yang berkomitmen, tapi membernya juga yang berkomitmen." "It's even better when the punishment is not money but the memorization of the vocab to train our brain." "At the time I was afraid to try because I was embarrassed, but now I'm more confident," " I realized that the people around me were so supportive that I became confident to speak English with them without any judgment," "If getting punishment and we pay it, so when we improve? Most of all prefer to pay." Daffani Nur Rohman1, Entusiastik2, Sri Wulandari3 EFL Students’ Experience in a Language Immersion Program: A Diary Study 410 Additionally, tailored interventions based on Social Constructivism and the Interaction Hypothesis should ensure that all students, regardless of confidence level, benefit from the immersive environment. By optimizing reinforcement and interaction strategies, the dormitory program can further enhance language acquisition and student success. Challenges and Benefits of a Dormitory Immersion Program The findings illustrate both the challenges and benefits of the dormitory- based English immersion program. While the immersive environment encourages language development, it also presents significant hurdles that impact students differently. Struggles with Vocabulary and Pronunciation Behaviorists argue that language acquisition occurs through reinforcement and repetition (Rahmah & Aly, 2023), but many learners struggle with vocabulary and sentence formation in dormitories. Nabil shared, Similarly, pronunciation difficulties were frequently mentioned, with Aldo expressing, This suggests that while immersion encourages communication, the lack of corrective feedback can hinder pronunciation development, potentially leading to the fossilization of errors. Without consistent reinforcement through correction, some errors may become habitual. Insecurity and Limited Engagement Social Constructivism emphasizes peer interaction in learning, but students' English proficiency insecurity hinders participation, leading to feelings of embarrassment and reluctance to use English. The SPV noted, “…my difficulty was that I was confused about having to string words because I didn't know much vocab” "…And I keep trying even though I don't know how to pronounce it I'm still trying to communicate in English and I think it's very difficult to pronounce because my tongue isn't used to it." "…But I kept trying even though it wasn't clear and even my friends didn't understand. But I don't care about self-confidence. In fact, I prefer to remain silent rather than speak…" IDEAS, Vol. 13, No. 1, June 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 411 Fear of judgment limits English practice, weakening the program's impact. Introverts withdraw, reducing peer interaction and group projects. Lack of direct facilitator guidance also hinders impact (Dang, 2018). as The SPV stated in, Natural Interaction and Social Learning Dormitory environments foster natural interaction, collaborative learning, and friendships, aligning with Vygotsky’s Social Constructivism and the Long’s Interaction Hypothesis. This enhances students' language learning experiences. Amy shared, Peer interactions and exposure to diverse backgrounds shape students' immersion experiences, scaffold learning, and broaden perspectives, aligning with Vygotsky's theory and prior linguistic experiences (Iren & Ирена, n.d.). As Aldo remarked, Peer Encouragement and Confidence Development Peer encouragement and collaborative learning also play crucial roles in student progress, reinforcing Vygotsky’s notion of social interaction in learning. Many participants emphasized that learning from others helped their development. Amy stated, The English Area program fosters natural interaction between students and tutors, promoting language growth and enhancing communication, thereby supporting Long's Interaction Hypothesis. As the SPV noted, "Dan tidak adanya bantuan atau pendampingan secara langsung dari fasilitator kita, yaitu tutor camp… makanya English Area-nya tidak berjalan." "…now I'm more confident because here when we can't we're not judged by anyone. This is a very supportive environment for learning English." “…it makes me happy because the longer we turn into a family…. Here I am not afraid to speak English although it is wrong because we correct each other…” “Then I learned a lot from them when I didn't understand grammar, I asked my friends and studying together made me understand it even better.” "Salah satunya adalah ketika member tidak berani atau merasa insecure dengan kemampuan yang dia miliki untuk mempraktekan English Area itu sendiri." Daffani Nur Rohman1, Entusiastik2, Sri Wulandari3 EFL Students’ Experience in a Language Immersion Program: A Diary Study 412 Moreover, students gradually gain confidence in conversations through continuous exposure and practice. Amy expressed, Students gain confidence in conversations through continuous exposure, practice, and an immersive environment. Events such as the Camp Night Party and drama competitions further enhance social interaction, encouraging teamwork and fostering friendships. However, personality differences and confidence barriers may hinder engagement. Role of Reinforcement, Social Interaction, and Peer Feedback Reinforcement The dormitory-based English immersion program effectively enhances language learning through reinforcement, social interaction, and peer feedback, aligning with Behaviourism, Social Constructivism, and the Interaction Hypothesis. These elements shape students’ experiences in language acquisition, yet challenges remain in optimizing their effectiveness. According to Skinner’s Behaviourism, reinforcement plays a key role in habit formation. Praise and punishments, such as monetary fines for using the native language, are used to encourage English use. However, students like Nabil find fines ineffective, preferring vocabulary memorization as a more meaningful reinforcement method. This highlights the need for strategies that directly contribute to language retention. Social Constructivism and Peer Collaboration Social interaction and collaboration, as emphasized by Vygotsky’s Social Constructivism, enhance learning through peer engagement (Maflah Alharbi, 2023). While adapting to the English-only rule is initially challenging, Risky observed that continuous exposure improves communication skills. "If getting punishment and we pay it, so when we improve? Most of all prefer to pay." " Speaking 24-hour English was both fun and hard. It was fun because I was able to practice speaking and build my confidence," “…thank God I can speak English but I can't speak it quickly and I think it is mandatory language regulations are good because they can become good habits.” "English Area ini juga bisa meningkatkan interaksi antara satu member ke member yang lain ataupun juga ke tutor camp-nya tanpa itu dibuat-buat." “When I went to Bali last month, I also chatted a lot with tourists about our daily activities with each other, I was proud of myself because now I can speak English.” IDEAS, Vol. 13, No. 1, June 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 413 The SPV emphasized that strict early enforcement of English use is essential for long-term success. This peer-supported learning aligns with Long’s Interaction Hypothesis, where students assist each other. The SPV also stressed the need for a mutual commitment between students and tutors to sustain the immersion program, reinforcing the role of self-awareness and motivation in language development and students rely on peer interaction when tutors are unavailable, further demonstrating the dormitory’s supportive learning environment. Confidence-building is another crucial outcome of immersion. Many students initially struggle with nervousness but gain confidence through peer feedback and structured support. Rifai’s experience illustrates that overcoming fear is essential for progress, while Nabil acknowledged that the program’s reinforcement strategies extend beyond speaking fluency to academic success. Implications for Language Learning and Policy Structured immersion programs that integrate behaviorist reinforcement, social scaffolding, and interactionist principles effectively enhance language acquisition. These strategies can be applied beyond dormitories to classroom immersion and extracurricular programs to boost engagement and fluency. To improve immersion-based learning, institutions should refine reinforcement methods. Instead of fines, strategies like peer accountability, vocabulary reinforcement, and task-based learning should be prioritized. Encouraging shared responsibility between students and instructors will strengthen immersion effectiveness, making the dormitory model adaptable to other educational settings. "Dan tidak hanya didisiplinkan saja, tapi juga berkomitmen bersama. Jadi tidak hanya tutor camp yang berkomitmen, tapi membernya juga yang berkomitmen." "English Area itu tidak bisa berjalan dimulai dari tengah-tengah. Jadi memang harus didisiplinkan dari awal ketika mereka datang ke sini." "The first time I spoke English in Pare with various people, of course I felt nervous because I rarely do this, but day by day I started to get used to speaking English and it is a pleasant everyday life," Daffani Nur Rohman1, Entusiastik2, Sri Wulandari3 EFL Students’ Experience in a Language Immersion Program: A Diary Study 414 Suggestion To enhance the effectiveness of the English immersion program at Bidan Dormitory, several improvements can be made. First, individualized support, such as mentoring programs or small study groups, can help students with lower confidence or proficiency by providing targeted assistance for steady progress. Diversifying the enforcement of the English-only policy can also make the program more engaging. Instead of monetary penalties, alternative methods like creative language tasks or vocabulary-building exercises can reinforce positive behavior without discouragement, aligning with operant conditioning principles. Expanding structured activities, such as debate clubs, storytelling sessions, and interactive games, can accommodate different learning styles and encourage greater participation. Regular feedback sessions for both students and facilitators would also help identify challenges and refine the program based on participants’ experiences. Finally, integrating technology, such as language learning apps, video-based lessons, and virtual exchanges, can enrich the immersion environment and expose students to real-world English usage. These improvements would make Bidan Dormitory a more inclusive, interactive, and supportive space, maximizing the benefits of English immersion for its residents. Acknowledgement I would like to express my heartfelt gratitude to the following individuals and institutions who have supported me throughout my research journey. First and foremost, I extend my deepest thanks to my fiance e, Rezana Septya Ardiani, whose unwavering support and encouragement have been instrumental in helping me navigate the challenges of my academic pursuit. I am also profoundly grateful to my lecturers, Enthusiastik, S.S., M.A. and Sri Wulandari, M.Pd., for their invaluable guidance and direction in the completion of my thesis. Their mentorship has significantly contributed to my research development. Additionally, I would like to acknowledge the Language Center, where I collected the data essential to my study. Their resources and facilities have been pivotal in my research process. Finally, my sincere appreciation goes to the students of Bidan Dormitory, who willingly participated as subjects in my research. Their involvement was crucial to the success of this study. IDEAS, Vol. 13, No. 1, June 2025 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 415 References Addaeroby, M. F., & Febriani, E. (2024). 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