Effects of a Social-Emotional Learning Intervention on EFL Learners’ Active Participation and Linguistic Performance

Mehran Davaribina; Maryam  Aghdamie

doi:10.61838/jhm4r744

Authors

Mehran Davaribina Department of English, Ard. C., Islamic Azad University, Ardabil, Iran https://orcid.org/0000-0002-8490-4394
Maryam Aghdamie Department of English, Ard. C., Islamic Azad University, Ardabil, Iran Author https://orcid.org/0009-0007-3613-2135

DOI:

https://doi.org/10.61838/jhm4r744

Keywords:

social-emotional learning, EFL, active participation, linguistic performance, classroom engagement

Abstract

Purpose: Social-emotional learning (SEL) has increasingly been discussed as a way to support engagement and academic development in English as a Foreign Language (EFL) classrooms, where affective and interpersonal factors often shape learning opportunities.

Methods and Materials: This mixed-methods quasi-experimental study examined whether an 8-week SEL intervention was associated with changes in active participation and linguistic performance among adolescent EFL learners. Sixty learners aged 14-18 were assigned to an experimental group (n = 30) and a control group (n = 30). The experimental group participated in SEL-focused activities, including brief mindfulness routines, collaborative tasks, and self-awareness exercises, whereas the control group received regular instruction. Quantitative data were collected through the Oxford Placement Test (OPT), a 5-point Likert-scale participation questionnaire, and a structured observation checklist. Qualitative data were obtained from semi-structured interviews and field notes. Independent-samples t tests and ANCOVA were used for quantitative analyses, and qualitative data were analyzed through inductive content analysis.

Findings: The experimental group obtained higher post-intervention participation scores than the control group on both the questionnaire and observation checklist, and it also showed stronger post-test linguistic performance after controlling for pre-test scores. Qualitative findings suggested that learners in the intervention group perceived greater confidence, lower language-related anxiety, and stronger peer support.

Conclusion: Taken together, the findings suggest that SEL-informed classroom practices may support participation and language learning in EFL settings. Implications for classroom practice and teacher preparation are discussed.

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