FROM WORKPLACE TO PROJECT WORK: AN EXPERIENTIAL LEARNING APPROACH TO ENHANCING ENGLISH LANGUAGE COMPETENCIES IN TOURISM POLYTECHNICS

Abstract

The tourism sector increasingly requires graduates who possess not only technical expertise but also strong English communication competencies to function effectively in globalised and service-oriented environments. This paper presents insights from two empirical studies conducted in Indonesian tourism polytechnics that examined experiential learning approaches in enhancing students’ English language competencies. Drawing on data from workplace-based and classroom-based experiential contexts, the paper explores how authentic professional engagement and structured project-oriented learning environments support English development in vocational education. The findings indicate that experiential learning significantly contributes to students’ communicative growth, particularly in strengthening confidence, motivation, pragmatic awareness, and adaptive communication strategies. Students reported that frequent exposure to real and simulated professional communication tasks enhanced their ability to interact appropriately with others, negotiate meaning, and use English more fluently in tourism-related situations. At the same time, the studies reveal that while experiential settings strongly support sociolinguistic and strategic competence, improvements in linguistic accuracy and extended discourse remain moderate, highlighting the need for pedagogically guided support. Overall, the combined evidence demonstrates that experiential English learning fosters active engagement, collaboration, and meaningful language use, which are essential for preparing industry-ready tourism graduates. The paper concludes that intentionally designed experiential pedagogies are crucial for maximising English competency development and supporting tourism and education development agendas.