The Impact of Innovative Learning Spaces on Students’ Wellbeing: Turkish Example

Abstract

Foreign language learning involves acquiring the structures, vocabulary, and communicative functions of a new language. Traditional instructional methods often rely on classroom lectures and textbook exercises, contributing to learner anxiety and hindering language development. Innovative learning environments (ILEs), coupled with active learning strategies, offer a promising alternative. Active learning transforms the classroom dynamic,  empowering students and potentially reducing performance pressure. Motivated by this potential, this study investigates the impact of active learning within the Innovative Language Laboratory (ILL) at Büyükçekmece Atatürk Anatolian High School in Istanbul. We examine how these methods influence students' emotional states and anxiety levels during English language acquisition. The study involved 144 ninth-grade students who participated in two weekly ILL sessions, incorporating active learning techniques, over a six-week period. Quantitative measures were used to analyse students' subjective experiences. Findings indicate that active learning within the ILL creates a more supportive language learning environment, leading to lower stress, increased self-confidence and wellbeing of students. Key elements contributing to these outcomes include collaborative activities, student-led exploration of technology, and gamification. This study highlights the potential of the ILL model, combined with active learning, to transform the foreign language learning experience. It emphasises the importance of student agency, peer interaction, and personalised learning paths in reducing anxiety and fostering well-being.