Italian Beyond the Classroom: Experiential Learning and Community Building in Language Teaching

Abstract

This study explores innovative pathways in university-level glottodidactics designed to enhance student motivation and department enrollment. Grounded in Maslow’s hierarchy of needs and Krashen’s affective filter hypothesis, the paper argues that contemporary learners require educational ecosystems that fulfill their needs for digital self-expression and cultural belonging. To validate this, an exploratory needs analysis was conducted among adult language students. The empirical data reveals a decisive preference for oral production and informal, out-of-class aggregative activities, highlighting a widespread willingness among students to actively cooperate in their organization. By examining successful proactive models of community building and student-centered digital storytelling, this contribution demonstrates how integrating collaborative offline events with institutional digital narratives effectively lowers performance anxiety, builds a cohesive linguistic community, and serves as an innovative tool for educational marketing.