Iranian Journal of Educational Sociology 2645-3460 9 May 2026 2026 05 30 Effects of a Social-Emotional Learning Intervention on EFL Learners’ Active Participation and Linguistic Performance Effects of a Social-Emotional Learning Intervention on EFL Learners’ Active Participation and Linguistic Performance 1 13 10.61838/jhm4r744 EN Journal Article 2026 01 01 <p><strong>Purpose:</strong> 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.</p> <p><strong>Methods and Materials: </strong>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.</p> <p><strong>Findings: </strong>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.</p> <p><strong>Conclusion: </strong>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.</p> https://www.qijes.com/index.php/ijes/article/download/1532/1540