The purpose of this study was to explore the effects of the implementation of a conversational club on students from a language program in a public university in Pereira, Colombia. This project emerged from the necessity of students to have access to an alternative opportunity to practice their communicative competences outside of their academic classes. This study focused on a group of students from different semesters who continuously participated in the activities provided by the facilitators. To proceed with this project, interviews and observations were conducted to perceive the students’ reactions towards the contextualized input provided. This project revealed two major findings. The first finding suggested that there were positive reactions from participants when they were exposed to input in which they felt emotionally connected as the input was contextualized to their interests and needs. The second finding indicated that when students were provided with contextualized input, they were more willing to experiment with the foreign language by using it as a means to communicate rather than focusing solely on grammatical aspects of the language. Consequently, it was evidenced that the participants’ motivation in relation to the development and practice of their verbal skills increased after multiple sessions of the conversational club.