<![CDATA[English learners in Indonesia have limited opportunities to use English communicatively outside formal classroom instruction. Although English Clubs may provide supplementary learning opportunities, students' experiences of their linguistic and non-linguistic benefits, as well as the challenges they encounter, require further investigation. This study explored senior high school students' perceptions of English Club participation in supporting their English language development. Employing a qualitative case study design, the study involved six eleventh-grade students (three male and three female, aged 16–17) from a senior high school in Palembang, Indonesia. The participants were selected through homogeneous purposive sampling based on their consistent participation in the English Club for at least one year. Data were collected through semi-structured interviews and analyzed thematically. Member checking was conducted to confirm the accuracy of the interview data. The participants perceived that English Club activities supported the development of their speaking, listening, reading, and writing skills. They also reported increased confidence, motivation, and awareness of their strengths and areas for improvement. Interactive activities, regular practice, and peer support contributed to a collaborative and low-anxiety learning environment. Nevertheless, the participants identified limited variation in learning materials, insufficient session duration, and scheduling conflicts with academic responsibilities as major challenges. The findings indicate that English clubs can complement formal EFL instruction by providing opportunities for meaningful language practice and encouraging learner autonomy. However, more systematic planning, varied materials, and flexible scheduling are necessary to improve program implementation and accommodate students' diverse learning needs.]]>
