Beyond fluency: integrating social–emotional learning into task-based language teaching for the whole learner
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Abstract
This qualitative investigation investigates the incorporation of Social-Emotional Learning (SEL) into Task-Based Language Teaching (TBLT) for English language learners within a post-pandemic Saudi Arabian university setting. Being aware of the increased necessity to support students' emotional and social well-being as well as their academic recovery, the investigation explored 30 EFL students' experience via reflective journaling, interviews, and observations across a six-week SEL-enhanced TBLT intervention. Results reported that integrating SEL values into communicative activities promoted balanced growth with a resultant six major outcomes: increased emotional engagement with learning, enhanced empathy in group work, improved reflective recognition of emotions, increased sense of classroom safety and confidence, enhanced social support and belonging with peers, and significant personal development and self-discovery. The findings show that this combined practice efficiently met both students' linguistic and their socio-emotional necessities concurrently, reshaping the foreign language classroom as a venue for rebuilding communicative proficiency and emotional resilience. The study concludes that SEL-enriched TBLT is a robust, comprehensive pedagogical framework for post-pandemic education, fostering a whole learner with a simultaneous build-up in the aspects of emotional intelligence, social competence, and linguistic ability.
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