The synergy between co-curricular activities (CCAs) and English as a Foreign Language (EFL) proficiencies plays a vital role in promoting holistic development among secondary-level students in Bangladesh. CCAs enhance leadership, communication, confidence, and critical thinking—skills essential for language acquisition and lifelong learning (Channa, 2024). Through structured participation in activities such as debates, drama, and language clubs, students are provided with real-life opportunities to use English in interactive contexts, thus increasing fluency and engagement (Channa, 2024; Samad & Idris, 2017). Moreover, such involvement fosters emotional and social growth, equipping learners with the competence to navigate academic and interpersonal challenges. Evidence suggests CCAs also boost discipline and sustained engagement in learning (Samad & Idris, 2017). However, persistent barriers such as limited teacher preparedness and curriculum constraints—particularly in developing listening and speaking skills—continue to hinder progress (Power et al., 2016; Power & Erling, 2014). Addressing these issues is critical to fully realize the transformative potential of CCAs in EFL education.

Background

Holistic development of the students especially at secondary levels in Bangladesh has got key focus apart from academic excellence. Although conventional instructions are still predominant in the evolving landscape of education, co-curricular activities (CCAs) like debate, extempore speech competition, anchoring, public speaking, drama etc. are being recognized day by day as vital components. These type of activities are very helpful for the students to foster critical thinking, creativity, leadership, and social skills. Simultaneously, English as a Foreign Language proficiency has got much significance both for academic success and global competitiveness. But it is a matter of great sorrow that English is still taught as compulsory subjects. Even traditional classroom-based English instructions are based on rote memorization of grammatical rules, vocabulary, and textbook-based reading, which often fail to equip students with real-life communication skills. Consequently, students fail to develop their fluency, exact pronunciation techniques, and ultimately it lowers the students’ confidence level when using English in social or academic settings. On the contrary, CCAs enhance the learners’ linguistic proficiency, standard communication skills, self-confidence, and cognitive abilities. Besides, CCAs can play an important role by providing practical language exposure; reducing students’ anxiety; and increasing their confidence in using English in real-life scenarios. So, Co-curricular activities can be treated as effective supplementary learning platforms that can foster a more interactive, student-centered approach to EFL learning. But the synergy between CCAs and EFL proficiency is still underexplored at different levels of education in the context of Bangladesh especially at secondary levels. CCAs not only engage students in meaningful language use but also contribute to confidence-building and communication skills as well as cognitive, social, and emotional growth. Therefore, exploring the interconnection between CCAs and EFL proficiency may be an opportunity to redefine educational priorities and promote a more balanced and integrated approach to ensure holistic development of the students at secondary levels in Bangladesh.

• Participation in debates can enhance students’ critical thinking capability, argumentative articulation fluently, and spontaneous response in English, thereby reinforcing both cognitive and linguistic skills.

• Similarly, participation in drama and storytelling enhances students’ pronunciation, vocabulary retention, and emotional expression, making language learning more dynamic and engaging.

• Creative writing exercises (poetry or short story competitions) can help the learners at secondary levels with different writing styles and structures that accelerate their writing skill and creativity with grammatical accuracy.

• Furthermore, language clubs create a collaborative learning environment where students can practice conversational English in a low-pressure setting, reducing anxiety and increasing confidence.