While getting students to speak in English and engage actively in their English lessons may be a very challenging task for teachers, the success of this project suggests that this is not utterly impossible. The following conclusions are drawn from the successful experience of this project:

1. English is a tool for communication and it is only when we help our students to experience it as such can we have a chance to ignite their interest in learning it. This can be achieved through the introduction of collaborative activities and task-based learning to the lessons. They allow students to make use of the language for the purpose of authentic communication in a non-threatening environment and the tasks provide a real context for this communication to take place.
   
   
2. Making links between the formal and informal curricula helps to break down the barrier that contains English within the walls of the classroom. Being able to experience English outside their classrooms helps to make English "relevant" to the students and thus helps them to see the purpose of learning the language.
   
   
3. Being able to involve non-English teachers in the project spiced up the students’ interest and willingness in speaking English. This was especially the case on the day of the outing when the students saw that even their non-English teachers were willing to exert themselves and comply to the rule of "English only" that day.
   
   
4. It is possible to help less capable students to achieve success in the same tasks as their more capable peers by providing them with a greater amount of support in the design of the tasks and teaching instructions. Allowing students options in their learning process also helps.