THE IMPACT OF SOCIAL-EMOTIONAL LEARNING ON IMPROVING LISTENING COMPREHENSION IN EFL INSTRUCTION
Keywords:
Social-Emotional Learning (SEL), listening comprehension, EFL instruction, emotional intelligence, active listening, student engagement, motivation, self-regulation, empathy, classroom environment, language acquisition, cognitive skills, affective factors, communication skills, learner confidence, teacher support, socio-affective strategies, mindfulness, resilience, student well-being.Abstract
This study explores the correlation between social-emotional learning (SEL) and effective listening comprehension strategies in English as a Foreign Language (EFL) education. It investigates how SEL competencies—self-awareness, self-regulation, social awareness, relationship skills, and responsible decision-making—impact learners' ability to employ cognitive, metacognitive, and socio-affective listening strategies. Using a mixed-methods approach, the study analyzes quantitative data from standardized SEL and listening strategy questionnaires alongside qualitative insights from learner interviews. The findings aim to provide pedagogical implications for integrating SEL into EFL curricula to enhance listening comprehension and overall language proficiency.
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References
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