In Malaysian schools, the mainstream academic curriculum and the periphery co-curricular activities form the backdrop of the students’ learning environment. The academic clubs such as the English Language Clubs (ELCs) fall under the umbrella of co-curricular activities. While the academic curriculum has its monitoring mechanisms, the co-curricular activities have very scanty systems for their advancement. The paper is based on a qualitative study conducted in the East Malaysian state of Sarawak. Based on interviews conducted with ten teacher-advisors, the study sought to shed some light as to the status quo of ELCs in the state. It was discovered that while teachers diligently carried out the ELCs, a lack of structure and guidelines impeded their proper implementation, development and influence thereby muting any desirable impact on the language learning efforts of the students. This paper proposes a framework based on their perceptions and experiences. The model suggests four categories of activities that could be part of the ELC model for its year-long activities.