This study aimed to find out: 1) the learning experiences of Thai students during English as a supplementary class, and 2) the students’ perceptions of learning activity that helps most in improving their English skills.

This type of research was qualitative, carrying out a narrative inquiry. Four out of thirty 10th grade students in the English as Supplementary (Reading & Writing) class at one of Demonstration School in Lopburi Thailand participated in this study. The criteria for selecting the participants were a) active in the classroom, b) able to communicate in English, and c) willing to be a participant. The data were collected through observations, interviews, and document analysis. The data were coded and analyzed through thematic analysis.

The first finding showed that there were 22 learning experiences attained by Thai students during the ES class which belonged to 1) eleven learning experiences for reading, 2) two learning experiences for writing, and 3) nine learning experiences for other  skills.  The  second  finding  of  students’  perceptions  revealed  that  the  most helpful learning activities in improving the students’ English skills were 1) reading fiction, 2) watching movies, and 3) reading and translation. These activities provided at least two significant learning experiences for the students, including 1) knowing more  vocabularies  and  2)  working  in  a  group.  This  study implies  that  studying learning experiences which promote students’ language skill improvement is essential for English teachers to select or plan best learning experiences.

Keywords: learning activity, learning experience, EFL classroom, narrative inquiry