The Relationship between Social-Emotional Learning and Classroom Social Climate by English Competence
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This study explores how students’ English levels affect their perceptions of social-emotional learning and the classroom social climate in an English language learning context. A total of 152 Korean university students participated in the study. Four major instruments were employed: a background questionnaire, an English competence test, the social-emotional learning for English language (SELEL) scale and the English classroom social climate (ECSC) scale. Based on the students’ competence test scores, they were classified into high-, intermediate-, low-level groups and were then asked to complete the surveys. The results show that the high- and intermediate-level learners rated significantly higher outcomes than lower-level ones in terms of social awareness and self-management skills on the SELEL and also teacher emotional support, teacher academic support, and classroom mutual respect on the ECSC. In addition, all three variables —social-emotional learning, classroom social climate, and English competence —were tested for correlations. The findings indicate that positive associations are found with the learning environment. Consequently, to help language teachers apply these findings to their classrooms better, pedagogical suggestions and practical teaching methods are offered in L2 classrooms.
Abstract
This study explores how students’ English levels affect their perceptions of social-emotional learning and the classroom social climate in an English language learning context. A total of 152 Korean university students participated in the study. Four major instruments were employed: a background questionnaire, an English competence test, the social-emotional learning for English language (SELEL) scale and the English classroom social climate (ECSC) scale. Based on the students’ competence test scores, they were classified into high-, intermediate-, low-level groups and were then asked to complete the surveys. The results show that the high- and intermediate-level learners rated significantly higher outcomes than lower-level ones in terms of social awareness and self-management skills on the SELEL and also teacher emotional support, teacher academic support, and classroom mutual respect on the ECSC. In addition, all three variables —social-emotional learning, classroom social climate, and English competence —were tested for correlations. The findings indicate that positive associations are found with the learning environment. Consequently, to help language teachers apply these findings to their classrooms better, pedagogical suggestions and practical teaching methods are offered in L2 classrooms.
참고문헌 (37)
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