Integrating Social-Emotional Learning in EFL Classrooms: Enhancing Language Proficiency and Emotional Intelligence
DOI:
https://doi.org/10.5281/zenodo.18617390Ключевые слова:
Social-Emotional Learning (SEL), English as a Foreign Language (EFL), language acquisition, emotional intelligence, emotional development, student engagement, teaching practicesАннотация
This study explores the integration of Social-Emotional Learning (SEL) into English as a Foreign Language
(EFL) classrooms. The study examines the impact of SEL on students’ language acquisition, emotional development,
and interpersonal relationships in EFL settings. A mixed-methods approach was employed, combining qualitative and
quantitative data collected through classroom observations, surveys, and interviews with both students and teachers.
The findings indicate that integrating SEL into the EFL curriculum enhances student engagement, improves language
proficiency, and fosters a supportive learning environment. The paper discusses pedagogical implications and provides
recommendations for EFL educators seeking to integrate SEL into their teaching practices.
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