Learning should be assisted by both outdoor and in-class activities that contribute to knowledge structuring. Students can energetically participate in outdoor actions and learn by doing. Learning requires an unlimited deal of participation and effort. These activities that afford firsthand experiences, support EFL students in putting theory into repetition and improving their performance. The goal of this investigation is to find out how important outdoor language arts activities are for intermediate school students. The researcher employed an experimental approach and enlisted the help of (60) male students. The participants are split into two groups, each with thirty students: an experimental group and a control group. To balance the two groups, certain variables are used. The findings show that there are important differences in reading ability between the experimental and control groups, with the experimental group outperforming the control group.