the influence of social -emotional learning programs SEL on improving speaking skills among EFL students at mila university centre

Abstract

Speaking activities are sometimes considered to be challenging for EFL students, especially for those who struggle with shyness, lack of confidence, social anxiety and stress. Social-Emotional learning with its five competencies (Self-Awareness, Self-Management, Social Awareness, Relationship skills, and Responsible decision-making) can help students overcome these challenges, empowering students to manage their emotions and participate actively in speaking classes. The aim of this study is to explore learner’s and teacher’s perspectives about the influence of social emotional learning programs in improving EFL Students speaking skills. In order to achieve the aim of this research four questions are asked: How do social and emotional learning (SEL) programs influence students’ confidence and fluency in speaking English? How do SEL programs affect students’ ability to engage in social interactions and discussions in English? What challenges hinder the successful implementation of SEL programs in improving students’ speaking skills? How does language anxiety impact students’ ability to speak confidently, and to what extent can SEL help mitigate these effects? To answer these questions two questionnaires are designed. The first one is administered to ten teachers of English as a foreign language, and the second one is for seventy first, second, and third year EFL student at Abdehafid Boussouf Mila University Center. The results of the questionnaire reveals that learners face many linguistic and emotional difficulties that hinder their speaking performance. In addition, both teachers and learners show their positive opinions about implementing social and emotional learning programs as a solution to minimize student’s speaking problems. Finally, through this research students will recognize the importance of social emotional learning in improving their speaking.