This study was mainly aimed at examining the role of student activities outside thernregular class hours in improving learnersâ€™ English language skills (speaking andrnlistening skills in focus) in teacher Education Institutes (TEIs). In order to see the role ofrnextra class activities on the studentsâ€™ English language skills improvement, an experimentrnwas carried out and speaking proficiency and listening comprehension tests wererndesigned and administered to the students in the study. Questionnaires were alsorndeveloped and employed as other tools among the experimental group students andrnEnglish language teachers in the college to investigate their attitudes. Furthermore, openrnended interview to the teachers and a focus group discussion with the experimental grouprnstudents were also used as supplementary data collecting tools. Together with these,rnincidental observation was carried out for the experimental group to see how they wererndoing with the activities during the experiment. The results from the post tests indicatedrnthat the performance of the students in the experimental group was found to bernstatistically significant in both the listening and speaking skills. The result from focusedrngroup discussions and questionnaire showed that the students have positive attitudesrntowards the extra class activities though there are no such activity programmes in therncollege. On the other hand, the result from these tools revealed that the students do notrnseem to be aware that extra class activities are learner led. Data from observationrnshowed that the students were interested in the activities and they were increasing theirrnparticipation from day one on wards. Teachers were found to have mixed attitudes andrnawareness about the role of the activities on EFL skills improvement. Based on thernfindings recommendations were made to the students, the teachers and to the institution.