04051002130 the impact of social and emotional learning activities on english learning achievements at a secondary school in hanoi an action research roject
INTRODUCTION
Background of the study
In today's interconnected world, English proficiency is essential for navigating diverse cultures and economies As the dominant language in international communication, achieving a high level of English language skills is crucial for academic, professional, and social success (Xue & Zuo, 2013) Consequently, there is a growing focus on innovative methods to improve English learning outcomes, which encompass students' knowledge and skills in various areas, including speaking, listening, reading, writing, vocabulary, grammar, and pronunciation (Pham & Huynh, 2017).
Language acquisition is influenced by various factors, particularly those related to the student, teacher, and environment A key factor for students is social emotional competence, which significantly enhances their language learning Recently, there has been an increasing acknowledgment of the role of social and emotional learning (SEL) in improving students' English achievements SEL involves the development of skills that enable students to manage their emotions effectively (Lawlor, 2016) In the context of language education, SEL focuses on fostering students' growth and potential while promoting mental health.
The integration of activities that enhance social and emotional competencies within English language classrooms has emerged as a promising avenue to
Fostering students' English learning achievements while nurturing their social and emotional competencies is essential Research indicates that social and emotional learning (SEL) positively influences various language skills, including speaking, writing, listening, reading, and vocabulary.
Social and Emotional Learning (SEL) plays a crucial role in language education by equipping students with essential skills such as maintaining friendships, resolving conflicts, and solving problems both independently and collaboratively It also helps students manage negative emotions, compete fairly, respect the rights of others, and appreciate individual differences Ultimately, SEL fosters the development of knowledge, responsibility, empathy, and enhances academic achievements among students.
Problem statement
Despite the growing interest in Social and Emotional Learning (SEL) and its benefits for English language acquisition, empirical evidence on its effects on vocabulary and grammar remains limited Additionally, there is a scarcity of research addressing students' attitudes towards SEL in the context of vocabulary and grammar learning Consequently, further investigation into the impact of SEL activities on students' achievements in vocabulary and grammar, along with their perceptions, is essential.
The primary concern identified in this study was the vocabulary and grammatical inadequacies among students The teacher-researcher observed that students in a specific class were underperforming, facing significant challenges with vocabulary and grammar Issues included incorrect word usage in context, difficulties with subject-verb agreement, and struggles in constructing complex sentences.
The teacher/researcher implemented new methodologies in lessons but noted only limited improvements To tackle this ongoing challenge, an action research study was conducted, introducing Social and Emotional Learning (SEL) activities as an intervention SEL was specifically selected due to its previously established positive effects on various language skills.
The researcher undertook a study titled “The Impact of Social and Emotional Learning Activities on English Learning Achievements at a Secondary School in Hanoi: An Action Research Project” to explore this issue.
Aims and objectives
This study investigates the impact of Social and Emotional Learning (SEL) activities on students' vocabulary and grammar proficiency It aims to provide insights into the benefits of integrating SEL into English language teaching The research focuses on three key objectives: first, to assess whether SEL activities enhance vocabulary and grammar skills; second, to identify specific SEL practices that significantly contribute to language development in secondary school students; and third, to explore students' attitudes towards SEL.
Research questions
To achieve the aforementioned objectives, this research addresses the following research questions:
1 How do SEL activities improve students’ vocabulary and grammar?
2 Which specific SEL activities or strategies are effective in improving their English vocabulary and grammar, as perceived by the teachers?
3 What are students’ attitudes towards social and emotional learning?
Significance of the study
The study is significant for its theoretical and practical contributions to social-emotional learning (SEL) in English language education The findings highlight the positive effects of SEL practices on vocabulary and grammar achievements, enhancing the understanding of SEL's role in English learning This information is valuable for educators, curriculum designers, and policymakers, as it underscores the benefits of integrating SEL activities in English classrooms Such integration can inform instructional practices and curriculum development, ultimately optimizing students' language learning experiences, particularly in vocabulary and grammar.
This research highlights effective social-emotional learning (SEL) practices employed by teachers to foster positive learning outcomes The insights gained can assist educators of all experience levels in implementing SEL strategies in their classrooms Additionally, understanding students' perceptions of these practices can facilitate discussions on the discrepancies between teachers' beliefs and students' views.
Scope of the study
The study examined the effects of Social and Emotional Learning (SEL) activities on the English language achievements of 35 ninth-grade learners, aged 14 to 15, in a rural Hanoi secondary school Involving three teachers, the research focused on improvements in vocabulary and grammatical competence, while also assessing students' engagement levels and attitudes toward learning English Conducted over twelve weeks, the study highlights the significant role of SEL activities in enhancing both linguistic outcomes and student motivation.
5 using both qualitative and quantitative methods, including pre-tests and post- tests to measure progress to assess student participation, and interviews with teachers to gather insights into instructional effectiveness.
Structure of the study
This study is organized into five chapters as follows,
Chapter 1 presents an introduction to the research by discussing the study’s background, stating the problem, describing the aims, objectives, and associated research questions, arguing its significance, and describing the scope and the structure of the study
Chapter 2 reviews the relevant literature on social and emotional learning and its connection to English language learning It explores the concept of social and emotional learning by reviewing information related to definitions of the concept, relevant frameworks, SEL’s position in language education, and SEL practices used in language learning Furthermore, the chapter describes the various components of English learning achievement with a focus on vocabulary and grammar and reviews previous studies that investigated SEL and learning achievement in various learning contexts
Chapter 3 describes the research methodology by describing the research design and sample, explaining the design of the research instruments, explaining the data collection and analysis procedures, and stating the ethical considerations made by the researcher while conducting this study
Chapter 4 presents the findings of the study gained through quantitative and qualitative analysis In addition, it discusses the findings and answers the research questions
Chapter 5 concludes the study by summarizing the key findings, discussing their implications, restating the limitations, and providing recommendations for future research
LITERATURE REVIEW
English learning achievement
According to Pham and Huynh (2017), learning achievement refers to students’ knowledge and skills in a course and their abilities to apply their knowledge
According to Duran (2008), language learning achievement can be evaluated through two primary methods: language proficiency tests that measure a student's mastery of a language, and large-scale assessments in core subjects that gauge proficiency in those subjects delivered in a specific language In the context of English, student achievements are often reflected in their scores on English proficiency tests Notably, two significant assessments of English language proficiency have been established by the TESOL International Association and The Council of Europe.
According to TESOL (2006), English proficiency encompasses four key domains: listening, speaking, reading, and writing A student's overall language proficiency is determined by their accumulated skills across these domains Language proficiency is further categorized into five distinct levels (TESOL, 2006).
1 Starting: The student has limited comprehension of English, mainly uses non-verbal communication, and relies heavily on visual aids
2 Emerging: The student can understand short phrases and simple sentences, communicates using memorized phrases and words, and is able to recognize common words and phrases in text form
3 Developing: The student understands some complex speech, can speak spontaneously but with limited vocabulary, and can read simple texts
4 Expanding: The student understands everyday communication, communicates effectively in familiar situations, and can read fluently
5 Bridging: The student understands a wide range of topics, communicates easily in various contexts, and can read complex texts
Furthermore, The Council of Europe developed The Common European Framework of Reference for Languages (Council of Europe, 2020) This framework was developed with the aim of providing a foundation for the
The mutual recognition of language qualifications is essential for supporting teachers and curriculum developers in their efforts The Common European Framework of Reference for Languages (CEFR) categorizes language proficiency into six levels, ranging from A1 to C2.
The first level is A1 (Breakthrough): The student can understand and use very basic phrases for immediate needs
The second level is A2 (Waystage): The student can understand and use basic expressions related to personal information, shopping, and other common topics
The third level is B1 (Threshold): The student can understand the main points of familiar topics, deal with travel situations, and produce simple connected text
The fourth level is B2 (Vantage): The student can understand the main ideas of complex texts, interact fluently, and produce detailed text on a wide range of subjects
The fifth level is C1 (Effective operational proficiency): The student can understand longer demanding texts, express themselves fluently, and produce well-structured text on complex subjects
The highest level is C2 (Master): The student can understand all types of texts, summarize information from various sources, and express themselves spontaneously and precisely
The criteria for assessing a student's proficiency level encompass four key domains: reception, production, interaction, and mediation The reception domain focuses on a student's capacity to comprehend and interpret spoken and written language, ranging from basic phrases for beginners (A1) to complex texts for proficient users (C1) Meanwhile, the production domain measures a student's ability to generate spoken and written language, highlighting the progression from simple expressions to more sophisticated communication skills.
Language proficiency is categorized into nine levels, from A1 to C2, where beginners can produce simple sentences and short texts, while advanced learners can create detailed and complex writings on various topics The interaction domain evaluates a learner's conversational skills, with A1 learners engaging in basic conversations, whereas C2 users can participate effortlessly in any discussion Additionally, the mediation domain measures the ability to bridge communication gaps; A1-A2 learners can convey simple information, while C1-C2 learners are capable of mediating complex information and arguments.
Vocabulary consists of the fundamental words that form the basis of language, playing a crucial role in listening, speaking, writing, and reading (Webb & Nation, 2017) According to Cook (2008), understanding a word goes beyond merely linking it to a real-world object; it involves various dimensions that enhance overall comprehension These dimensions are detailed in the accompanying table.
Form Pronunciation Associating the word with a specific pronunciation
Spelling Knowing the spelling rules of the word
Knowing whether the word is a noun, verb, adverb, etc
Understanding the grammatical structures that the word can be used in
Being aware of exceptions that apply to the word
10 information Word building Being aware of the associated word family related to adding suffixes or prefixes
Collocations Knowing which words or expressions can accompany the word
Appropriateness Knowing in which contexts the word can and cannot be used
Meaning General meanings Knowing the overall meaning of the word
Specific meanings Knowing the range of possible meanings for the word
The Council of Europe (2020) emphasizes that vocabulary competence can be evaluated based on range and control Vocabulary range encompasses the diversity and extent of words utilized At a fundamental level, individuals possess vocabulary pertinent to expressing basic needs, managing survival situations, and engaging in routine interactions about familiar topics.
An advanced user possesses a rich vocabulary that encompasses idiomatic expressions, colloquialisms, and technical terms Vocabulary control is the skill of selecting the right words from one's knowledge base At a basic level, individuals can accurately choose words to express their needs, while at an advanced level, they consistently use correct and suitable vocabulary across various contexts.
Grammar is defined by Nunan (2015) as the formation and combination of words into sentences Tavakoli (2012) emphasizes that grammatical competence involves understanding lexical items and the rules governing morphology, syntax, sentence grammar, semantics, and phonology Brown and Lee (2015) identify three interconnected dimensions of grammar.
The first one is form Form refers to the structural components of language such
11 as phonemes, morphemes, and syntactic patterns
The second one is meaning Meaning refers to the semantic level of the structural components, such as lexical and grammatical meaning
The third one is use Use relates to the variations in the meaning of utterances across different contexts
Traditionally, grammar is assessed based on accurate production and comprehension in the context of the four language skills (Larsen-Freeman,
Grammatical competence, as defined by the Council of Europe (2020), emphasizes grammatical accuracy, which involves the ability to correctly recall prefabricated expressions and focus on grammatical forms during language production Basic users exhibit limited control over simple grammatical structures and frequently make errors, whereas advanced users show a strong command of complex language with a high level of grammatical accuracy.
Purpura (2004, p 91) identified key components of grammatical competence, categorizing them into indicators of grammatical form and meaning, which are further divided into sentence and discourse levels The components are summarized in the following table.
Grammatical form (accuracy) Grammatical meaning
Phonological form: segmental forms, stress, intonation, volume, sound- spelling correspondences
Phonological meaning: minimal pairs, emphasis, homophony, homography
Lexical form: syntactic features and restriction, irregularity, word formation, countability, formulaic forms
Lexical meaning: connotation, false cognates, semantic fields, polysemy, collocation
Morphosyntactic form: affixes, tenses, sentence types, voice, mood, word order
Morphosyntactic meaning time/duration, reversive, interrogation, cause-effect
Cohesive form: referential forms, substitution, lexical forms, logical connectors
Cohesive meaning: possession, spatial and temporal links, additive, contrast
Information management form: prosody, marked word order, parallelism
Information management meaning: focal meaning, emphatic meaning, contrastive meaning
Interactional form: discourse markers, communications management strategies
Interactional meaning: disagreement, hedging, clarification
Social and Emotional Learning
Social and Emotional Learning (SEL) is a process through which students develop and utilize skills to manage their emotions effectively (Lawlor, 2016) As highlighted by Durlak et al (2011), SEL encompasses essential competencies that empower students to build positive relationships and navigate interpersonal situations successfully.
Social and Emotional Learning (SEL) is a comprehensive process that integrates cognition, emotion, and behavior, enabling both children and adults to manage their emotions and those of others, leading to responsible decision-making and positive relationships It involves acquiring knowledge that aids individuals in navigating complex life situations Furthermore, SEL is supported by evidence-based programs and methods designed to enhance social, emotional, cognitive, and behavioral development.
(2000), SEL is an approach to classroom instruction that focuses on developing
13 students’ emotional management abilities, while encouraging them to consider others’ perspectives, attempt to solve problems, and utilize interpersonal skills to handle developmental tasks in the classroom
There are several frameworks that have been developed in an attempt to conceptualize social and emotional learning
The CASEL SEL framework, as outlined by Frye et al (2022), is grounded in social learning and developmental-contextual models It encompasses five key competencies, which are detailed below (Black, 2021).
Self-awareness is a crucial competency that involves an individual's comprehension of their emotions, thoughts, and values, and how these elements impact their behavior in various situations (Black, 2021) Key aspects of self-awareness include the ability to identify personal emotions, acknowledge strengths and limitations, and maintain honesty with oneself.
Self-management is the second competency, focusing on effectively managing personal emotions, thoughts, and behaviors to achieve goals (Black, 2021) Key aspects of self-management include implementing stress management strategies and setting personal goals The third competency, social awareness, involves understanding and empathizing with the perspectives of others, particularly those from diverse backgrounds (Black, 2021) This includes considering different viewpoints and recognizing various social norms.
Another competency includes relationship skills This competency relates to the establishment and maintenance of healthy relationships and the successful navigation of diverse social settings (Black, 2021) Examples of relationship
14 skills include communicating clearly, listening actively, resolving conflicts successfully, and cooperating with others
Responsible decision-making is a crucial competency that involves making thoughtful and constructive choices regarding personal behavior and social interactions in various situations (Black, 2021) This includes recognizing solutions to problems and maintaining an open-minded approach.
The figure below illustrates the framework for Social and Emotional Learning (SEL), emphasizing the essential skills and support systems needed to foster personal and social development
Cefai and Cavioni (2014) outlined a Social and Emotional Learning (SEL) framework based on the CASEL model, which identifies five dimensions that can be categorized into four key areas.
1 Self-awareness Key characteristics of self-aware students are: recognizing personal emotions, evaluating strengths, being confident and self-efficient, being autonomous, having an awareness of individual rights, having hope for the future, and having purpose in life
2 Self-management Key characteristics of students who can manage themselves are self-regulation, appreciation of positive emotions, determination and perseverance, goal setting, problem-solving, critical thinking, and positive thinking
3 Social awareness Key characteristics of socially aware students are: considering the perspectives of others, empathizing with others, appreciating individual differences, being aware of support networks, and having socially acceptable values and attitudes
4 Social management Key characteristics of students who can manage their social lives are maintaining healthy relationships with others, communicating effectively, collaborating with others, refusing peer pressure, resolving conflict effectively, engaging in ethical behavior, and seeking or providing support Another framework is called the RULER approach This is an SEL program that was designed to help students achieve emotional intelligence competence based on the belief that emotional intelligence is an essential part of successful learning (Rivers & Brackett, 2010) Ahmed et al (2020) explained that this approach is suitable for students from kindergarten to high school When applying this approach, teachers would aim to develop their students’ social and emotional abilities through emotion management tools Overall, the approach
16 comprises five core skills, each corresponding to a letter in its name (Rivers & Brackett, 2010):
1 Recognizing emotions in oneself and others
2 Understanding the causes and consequences of emotions
3 Labeling emotions with a nuanced vocabulary
The conceptual framework below shows three concepts that are key to this study
The first is social emotional competence, which is divided into four components based on Cefai and Cavioni’s (2014) definition The second
SEL activities and strategies 10 practices (Yoder et al., 2021)
English learning achievement is primarily assessed through vocabulary and grammar knowledge Additionally, SEL activities and strategies can be classified based on the 10 practices outlined by Yoder et al (2021).
This chapter offers an in-depth analysis of existing literature on social and emotional learning (SEL) and its influence on English learning outcomes in secondary schools It is structured into three distinct sections.
Social and emotional learning (SEL) is essential in language education, as it promotes mental health and maximizes student growth and potential It combines academic achievement with social-emotional development, emphasizing the need for students to cultivate competencies that enable them to contribute positively to society Research by Cefai and Cavioni (2014) highlights that SEL equips students with vital skills such as maintaining friendships, resolving conflicts, and managing emotions, which are crucial for their success in and out of school Furthermore, Yen et al (2023) underscore the importance of SEL in language learning, noting that social interactions and emotional sensitivity are key components of effective language acquisition.
Social and Emotional Learning (SEL) significantly enhances language learning by equipping students with essential social skills for effective participation in interactions It also addresses the emotional aspects of language acquisition, promoting emotional well-being Furthermore, SEL broadens the learning experience beyond cognitive skills, offering a more holistic approach to language education The article elaborates on Cefai and Cavioni’s (2014) conceptual framework, providing a strong rationale for its selection in this context.
The second section of the chapter examines key elements of English learning achievement, emphasizing the significance of vocabulary and grammar It highlights how proficiency in these areas enhances overall language skills and contributes to academic success.
Previous studies on SEL and learning achievements
The following studies investigated correlations between students’ social and emotional competencies and their language proficiency
McCormick et al (2020) investigated the long-term impact of the INSIGHTS into Children's Temperament social-emotional learning (SEL) program on elementary students' English Language and math scores The study involved 353 students from 22 New York City elementary schools, utilizing quantitative data collection methods Results indicated a positive correlation between social-emotional competencies and English test scores for third and fourth graders, although this correlation was not observed in fifth and sixth graders.
Genc et al (2016) investigated the impact of emotional intelligence on second language (L2) learning, specifically focusing on its influence on speaking and writing skills among university students studying English as a foreign language.
A study utilizing an Emotional Intelligence Inventory test revealed a strong positive correlation between emotional intelligence and foreign language proficiency Students demonstrating effective impulse control and stress tolerance excelled in writing skills Additionally, speaking achievement was notably linked to interpersonal skills, stress management, independence, and social responsibility.
Ertanir et al (2020) explored the relationship between second language vocabulary skills and socio-emotional competencies among 216 German dual-language learners from 19 preschools Their quantitative research revealed a positive correlation between vocabulary skills and socio-emotional skills, indicating that early socio-emotional competencies can predict an increase in L2 vocabulary skills.
Beck et al (2012) investigated the link between language competence and emotional competence in a study involving 210 school-age children from primary schools in Berlin, Germany The quantitative data collected revealed a strong correlation between emotional competence and language competence Notably, receptive vocabulary and literacy were found to be closely associated with emotional knowledge and the awareness of mixed emotions.
Durlak et al (2011) performed a meta-analysis assessing the effects of social and emotional learning (SEL) programs on academic achievement, involving 213 school-based programs and 270,034 students from kindergarten to high school The findings revealed that students engaged in these SEL programs showed notable enhancements in their academic performance, behavior, and social-emotional skills.
Sklad et al (2012) investigated the relationship between emotional intelligence and foreign language proficiency The data were collected through a meta-
An analytical review of 75 studies on school-based social, emotional, and behavioral programs revealed that emotional intelligence is a significant predictor of success in foreign language learning, especially in reading and listening comprehension.
Areepattamannil and Kaur (2013) explored the relationship between emotional intelligence and English language achievement among secondary school students The study included the participation of 2,043 immigrant students from
A study involving 195 schools and 19,002 non-immigrant students across Canada found a positive correlation between emotional intelligence and English language proficiency, encompassing reading, writing, speaking, and listening skills Additionally, Brackett et al (2019) conducted a systematic review of the RULER social-emotional learning program, which showed that English language learners who participated in the intervention made significant improvements in vocabulary, reading comprehension, and writing skills.
Llorent et al (2020) conducted a study to explore the relationship between social and emotional competencies, empathy, and literacy competence among 516 primary education children from six schools in Spain Utilizing quantitative data collected through questionnaires, the research revealed a positive correlation between empathy, social and emotional competencies, and literacy competence.
The table below presents a summary of previous research findings, emphasizing the positive correlation between different facets of academic performance, such as overall achievement and specific English language skills, and the factors examined in these studies.
Positive association with overall academic performance
Durlak et al (2011) Areepattamannil and Kaur (2013) Positive association with English test scores McCormick et al (2020)
Positive association with speaking skills Genc et al (2016)
Positive association with writing skills Genc et al (2016)
Positive association with listening skills Sklad et al (2012)
Brackett et al (2019) Positive association with reading skills Sklad et al (2012)
Brackett et al (2019) Positive association with vocabulary skills Ertanir et al (2020)
Beck et al (2012) Brackett et al (2019) Positive association with literacy ability Beck et al (2012)
Llorent et al (2020) highlight that previous research indicates a strong positive correlation between social-emotional competence and academic performance, encompassing areas such as test scores, English language skills (including speaking, listening, reading, and writing), vocabulary, and literacy.
Research indicates a potential link between social and emotional learning (SEL) and English learning achievements; however, further studies are necessary to establish definitive conclusions regarding the impact of SEL programs on English language learning Moreover, there is a notable gap in research exploring the relationship between social and emotional competencies and English language proficiency, particularly in relation to specific SEL activities and strategies aimed at enhancing English learning outcomes.
Addressing this gap, the study "The Impact of Social and Emotional Learning
Activities on English Learning Achievements at a Secondary School in Hanoi" focuses on how structured SEL activities influence students' development of
This research investigates the impact of Social and Emotional Learning (SEL) strategies on grammar and vocabulary acquisition in a specific educational context The findings offer empirical evidence supporting the effectiveness of SEL interventions in enhancing these essential linguistic components, contributing to the expanding literature on the significance of social and emotional competencies in language learning.
METHODOLOGY
Research design
This study followed the action research design Creswell and Guetterman
Action research is defined as a systematic approach in educational settings aimed at gathering information to enhance teaching practices and student performance (2018, p 587) It is conducted by practitioners who have a vested interest in the research process, as noted by Kemmis and McTaggart (1988) According to Burns (2009, p 291), the goal of action research is to develop solutions to problems identified within the practitioner's social environment This method is implemented to instigate change and improve understanding of the social context The researcher selected action research for this study to address the specific issue of students' grammar and vocabulary proficiency, believing it would effectively explore the integration of Social and Emotional Learning (SEL) as a potential solution.
Educational experts, such as Nunan (1992) and Kemmis and McTaggart (1988) have proposed models for conducting action research Nunan’s (1992, p 19)
The 30 model consists of seven key steps: first, the teacher identifies the problem; second, a preliminary investigation is conducted to gather baseline data; third, a hypothesis is developed based on this data; fourth, the intervention is designed and implemented; fifth, the intervention's outcomes are evaluated; sixth, the results are shared with other practitioners; and finally, a follow-up investigation is carried out to explore alternative solutions.
Kemmis and McTaggart’s (1988) model contains four stages: plan, act, observe, and reflect
The diagram outlines the research process, beginning with a preliminary study followed by a cyclical sequence of planning, acting, observing, and reflecting If the initial cycle's target is not met or new issues arise, the process will continue and be refined in subsequent cycles, maintaining the same phases as the first.
Kemmis and McTaggart’s (1998, p 11) action research model
In the planning stage, a flexible plan is developed to help practitioners identify effective educational solutions The action stage involves implementing this plan, while the observation stage focuses on monitoring the action process, including its effects and any limiting factors Finally, practitioners reflect on the action, evaluating its outcomes and considering improvements for future practice These four stages form a continuous cycle in multi-cycle action research, allowing for revisions based on previous reflections to achieve desired results.
This study conducted action research based on Kemmis and McTaggart’s model
In 1998, a researcher sought to address the issues of grammar and vocabulary inadequacy in a secondary school in Hanoi This study utilized a reputable model, recognized for its extensive application in various research, and was referred to as the "most widely known model" by Burns.
The model's flexibility allows for adaptation throughout the research process, enabling the collection of both quantitative and qualitative data to comprehensively assess the impacts of SEL activities on vocabulary and grammar competence Although Kemmis and McTaggart’s design usually includes multiple action cycles, the researcher conducted only one due to time and resource limitations Nonetheless, this single cycle was deemed sufficient to yield valuable findings and fulfill the study's objectives.
Participants
The sample comprised 35 ninth-grade students from a rural secondary school in Hanoi, who were studying at the beginning of the second semester of the
The study involved students from the 2023-2024 school year who had at least five years of English learning experience, providing a solid foundation for the research Comprising 40% male and 60% female participants, these students approached English with a practical mindset, prioritizing it as a crucial subject for success in the 10th-grade entrance exam Their primary focus was on mastering grammar and vocabulary to meet academic requirements effectively.
Instrumentation
This study utilized three research instruments, including a pre and post-test designed by the Education and Training Department to gather quantitative data for research question 1 (see Appendix A) These tests aimed to evaluate the English vocabulary and grammatical competence of ninth-grade students during the 2023-2024 academic year Tailored to the students' abilities, the tests focused on the grammar and vocabulary covered in their English course, featuring 40 multiple-choice questions each, with options ranging from A to D The questions encompassed various topics, including pronunciation, stress, word form, word meaning, synonyms and antonyms, comprehension, and sentence rearrangement.
The second research instrument utilized was a questionnaire aimed at addressing research questions one and three (refer to Appendix B) This questionnaire comprised three sections, with the first section gathering demographic data such as participants' names, ages, genders, and class information This background information not only provided context for the responses but also presented certain challenges.
33 potential limitations in terms of self-reported accuracy and possible social desirability bias
The second section evaluated students' social-emotional competence using Cefai and Cavaiani’s (2014) framework, which includes self-awareness, self-management, social awareness, and social management skills Although this model offers a solid basis for assessing SEL competence, it may overlook the nuanced and context-specific elements of students' emotional and social growth, especially in diverse classroom environments.
A critical methodological issue is ensuring that the questionnaire items align with the research objectives For instance, the first research question, "How do SEL activities improve students’ vocabulary and grammar?" focuses on language acquisition, which may not be effectively measured through self-reported social-emotional competence alone Although SEL can enhance language skills indirectly by boosting motivation and engagement, the questionnaire's capacity to demonstrate a clear causal relationship is limited Similarly, the third research question, "What are students’ attitudes towards social and emotional learning?" relies on self-reported data that may be influenced by response bias, as students might provide answers they believe are more favorable rather than their true feelings.
The design of the questionnaire, particularly the wording of questions and the response scale, can influence the reliability and validity of the results To enhance research design, future studies should include qualitative data, such as interviews or classroom observations, to triangulate findings and gain a deeper insight into the impact of Social and Emotional Learning (SEL) on students' learning experiences.
There were 30 items across the four competence areas (as shown in the following table)
Items in section two of the questionnaire
Competence areas Number of items Question type
Self-awareness 8 Five-point Likert- scale (1 = strongly disagree; 5 = strongly agree)
The third section gathered data on participants' attitudes towards social and emotional learning (SEL) practices aimed at enhancing vocabulary and grammar knowledge, based on Yoder et al.'s (2021) ten SEL practices Participants rated their agreement on a scale of one to five for ten items, each representing a distinct SEL practice To ensure content validity, experienced secondary school English teachers provided feedback on the items, and a small group of students completed the questionnaire to confirm clarity and readability, following the recommendations of Petrić and Czárl (2003).
The third research instrument utilized was a one-on-one interview designed to address the first and second research questions (refer to Appendix C) The interview comprised four sections, beginning with an introduction where the researcher outlined the interview's purpose, sought consent for recording, and assured confidentiality of the interviewee's identity Following this, background questions were posed regarding the interviewee’s name, teaching experience, and teaching approach to create a comfortable atmosphere The final section included six open-ended questions, detailed in Table 7 below.
Can you please tell me about some of the SEL activities or strategies that you use in your teaching?
To explore the teacher’s application of SEL practices
Apart from improving social and emotional competence, do you think that SEL practices are effective in improving students’ overall academic achievement? Why or why not?
To determine the effectiveness of SEL practices for students’ overall learning achievement from the perspectives of the teachers
In what ways do you think SEL activities improve students’ vocabulary?
This study aims to explore teachers' perceptions regarding the effectiveness of Social and Emotional Learning (SEL) practices in enhancing vocabulary competence Specifically, it investigates the impact of SEL activities on students' grammar proficiency.
To determine the teachers’ perceptions of the effectiveness of SEL practices for improving grammar competence
(addresses research question one) Which activities and strategies do you think are most effective in improving
To explore the teacher’s opinions of the effectiveness of specific SEL practices (which can be compared with the students’ perceptions)
For teachers who are inexperienced with SEL, what activities or strategies would you recommend?
To explore effective SEL practices for inexperienced teachers
After these questions, the interviewer asked whether the interviewee had any final thoughts or ideas to share Following this, the interview was concluded.
Data collection procedures
The data was collected according to Kemmis and McTaggart’s (1988) four- stage model
The planning stage commenced with the identification of the research problem, that being the students’ lack of grammar and vocabulary learning achievements
After identifying the issue, the researcher aimed to find a solution that would yield positive results Extensive research revealed that Social and Emotional Learning (SEL) significantly enhances various learning outcomes, as supported by multiple studies (Brackett et al., 2019; Cefai & Cavioni, 2014; Ertabur et al., 2020; Genc et al., 2016; Sklad et al., 2012) Consequently, the researcher decided to implement SEL in the action research This decision led to the planning of an intervention that integrated SEL practices, based on Yoder et al (2021), into a series of lessons over a nine-week period.
Before enacting the action, the researcher asked the students to complete a pre- test to determine their English vocabulary and grammar levels at the start of the study
In the second stage of the research, an intervention lasting nine weeks was implemented through the integration of Social and Emotional Learning (SEL) practices into regular lessons Each week, three lessons were taught using the book Tiếng Anh 9, following a structured plan that incorporated at least three SEL practices based on Yoder et al.’s (2021) framework These practices aimed to create affirming learning environments by ensuring students felt heard and supported, providing them with choices in their engagement, and encouraging self-reflection through effective language use Additionally, the intervention promoted SEL in learning design and instruction by facilitating cooperative learning, hosting group discussions, and further encouraging self-reflection among students.
37 and offering balanced instruction The researcher also regularly reflected on their implementation of SEL using Yoder and Gurke’s (2017) reflection toolkit to identify and address any shortcomings
The following table shows the content planned to be taught in each lesson and a sample lesson plan can be found in Appendix D
Overview of content taught in each lesson during the Act stage
Week Lesson Content SEL practice applied
Group discussion, Problem solving, Cooperative learning
Problem solving, Power of language, Self- assessment
Expectations and rigor, balanced instruction, Responsibility and choice
Habits; Lesson 7: Looking back and project (p 16)
Cooperative learning, Problem solving, Feedback and coaching
Problem solving, Balanced instruction, Power of language
3 Unit 8: Tourism; Lesson 2: A closer look 1 (p 21)
Self-assessment, Responsibility and choice
5 1 Unit 8: Tourism; Lesson 3: A closer look 2 (p 22)
Cooperative learning, Honoring students’ knowledge and language, Warmth and Support, Self-reflection
Group discussion, Problem solving, Cooperative learning
Problem solving, Power of language, Self- assessment
Expectations and rigor, balanced instruction, Responsibility and choice
Cooperative learning, Problem solving, Feedback and coaching
3 Unit 9: English in the world;
Problem solving, Balanced instruction, Power of language
7 1 Unit 9: English in the world;
Self-assessment, Responsibility and choice
2 Unit 9: English in the world;
Cooperative learning, Honoring students’ knowledge and language, Warmth and Support, Self-reflection
3 Unit 9: English in the world;
Group discussion, Problem solving, Cooperative learning
8 1 Unit 9: English in the world;
Problem solving, Power of language, Self- assessment
2 Unit 9: English in the world;
Expectations and rigor, balanced instruction, Responsibility and choice
3 Unit 9: English in the world;
Lesson 7: Looking back and project (p 40)
Cooperative learning, Problem solving, Feedback and coaching
9 1 Review 3 – Lesson 1 (p 42) Group discussions, cooperative learning, Problem solving
2 Review 3 – Lesson 2 (p 43) Self-reflection, Power of language, Warmth and support
Problem solving, Balanced instruction, Power of language
Self-assessment, Responsibility and choice
Cooperative learning, Honoring students’ knowledge and language, Warmth and Support, Self-reflection
Group discussion, Problem solving, Cooperative learning
Problem solving, Power of language, Self- assessment
Expectations and rigor, balanced instruction, Responsibility and choice
Lesson 7: Looking back and project (p 56)
Cooperative learning, Problem solving, Feedback and coaching
In the third stage, the researcher evaluated the intervention's outcomes by administering a post-test and questionnaire to the students Following the intervention period, students participated in the post-test, which was conducted in their classrooms with the teacher present and the students' consent After completing the post-test, the students provided their responses.
A total of 40 students participated in the questionnaire, which was distributed physically during school hours with their consent Once the students completed the questionnaires, the researcher/teacher collected their responses for subsequent analysis.
The researcher conducted in-person interviews with three teachers at the school to gain insights into the implementation of Social and Emotional Learning (SEL) in English instruction With the teachers' consent, the sessions were audio recorded for accurate transcription and analysis Prior to the interviews, the researcher provided the teachers with a list of questions, allowing them to reflect on their teaching practices and prepare thoughtful responses.
In the concluding phase, the researcher analyzed the outcomes from the pre-test, post-test, questionnaire, and interviews This analysis was guided by three research questions, and the researcher’s insights regarding the intervention were discussed in relation to these questions in the discussion section of the paper.
Data analysis
The quantitative data comprised the questionnaire responses and the pre and post-test scores
The researcher documented each student's pre and post-test scores, along with their names and classes, in an Excel spreadsheet, which was later transferred to an SPSS file for comparative analysis Two types of analyses were conducted: a paired-samples t-test to assess the differences and statistical significance between pre-test and post-test scores within each group, and an independent samples t-test to compare the scores between the two groups.
41 groups, thereby exploring the differences between their achievements
The researcher analyzed questionnaire data by transferring student responses from physical documents to an Excel spreadsheet, where each row represented a student and columns included questionnaire items, pre-test and post-test scores, and proficiency groups This raw data was then imported into SPSS for descriptive analysis, which involved calculating mean values, percentages, and standard deviations In the first section, the researcher determined the percentage of students with specific demographic features, such as gender and age The second section focused on calculating mean and standard deviation values for each item to assess the central tendency and dispersion of responses, comparing high and low English proficiency groups Finally, the third section calculated the percentages of each Likert-scale option to evaluate student agreement or disagreement with the statements.
The qualitative data consisted of interview responses, analyzed and interpreted according to Creswell’s (2015) methodology The following table illustrates this analytical process within the context of the study.
1) Collecting data Conduct interviews and record responses
Transcribe data from audio recordings in a Microsoft Word file
Slowly and carefully read each transcript several times
4) Coding data Upload text files to Qualco Der qualitative analysis software Follow Creswell’s (2015, p 243) coding process: 1) divide the text into segments; 2) label segments of information with codes (codes can address context, perceptions, processes, activities, strategies, and activities); 3) reduce coding overlap and redundancy
5) Coding text for themes used in research report
Identify overall themes based on the codes and report findings in the study
Following the interviews, the researcher transcribed the audio recordings into individual Microsoft Word documents and reviewed each transcript multiple times to grasp the overall content Subsequently, the transcripts were uploaded to Qualco Der, a qualitative analysis software, for data coding, with the codes detailed in Appendix E.
Ethical considerations
The researcher acknowledged the importance of conducting studies ethically, which involves careful considerations and the implementation of strategies to uphold ethical standards In line with Creswell’s (2015) recommendations, specific actions were taken to ensure the ethical integrity of the research.
Firstly, communicating the study’s purposes The researcher clearly
43 communicated the purpose of the study to all participants involved Both the questionnaire and interview had an introduction section that explained the purpose of the study
The researcher obtained consent from participants prior to their involvement in the study, utilizing both written consent in the questionnaire and verbal approval from the respective classes To ensure confidentiality, participants' identities were protected by assigning numerical values and pseudonyms, while personal information, including names and contact details, was securely stored.
FINDINGS AND DISCUSSION
Improvement of students’ vocabulary and grammar through SEL
The findings in this section address the answer to the first research question
SEL activities significantly enhance students' vocabulary and grammar skills An analysis of questionnaire responses, pre-test and post-test results, along with interview data, was conducted to explore the correlation between SEL competencies and English proficiency.
The questionnaire, adapted from Cefai and Cavioni (2014), assessed students' social and emotional learning (SEL) competence using a five-point Likert scale The findings indicated diverse levels of proficiency in self-awareness, self-management, social awareness, and social management among the students.
The research indicated that students exhibited moderate to high levels of self-awareness and self-management, supporting Cefai and Cavioni’s (2014) claim that these abilities enhance emotional regulation and academic involvement In contrast, social awareness and social management skills showed variability, with some students recognizing others' emotions yet facing challenges in effectively applying this awareness during social interactions.
45 emotional recognition is crucial, the practical application of social skills requires further development
Students with strong social management skills excel in group work, aligning with Yoder et al (2021) who argue that social management enhances a positive learning environment Nevertheless, the presence of high social-emotional learning (SEL) competence does not guarantee academic success, suggesting that additional factors may impact academic performance.
Participants’ levels of self-awareness
SELA1 I am able to identify and communicate how I am feeling
SELA2 I am aware of what I like and dislike and of my strengths and challenges
SELA3 I know what I want to do and achieve in life and how I can work towards it
SELA4 I am aware of what I can do and what I need to do to achieve it
SELA5 I am confident of myself and my abilities in learning and other activities
SELA6 I am aware of my rights as an individual and how to stand up for them
The students exhibited a moderate level of self-awareness, with a total mean score of 3.44 They showed a good understanding of their abilities (mean: 3.61), individual rights (mean: 3.53), and life goals (mean: 3.53) While most recognized their likes, dislikes, strengths, and challenges (mean: 3.58), a significant number remained uncertain Their awareness of identifying and expressing feelings was mixed, reflected in a mean score of 3.22 Additionally, many students expressed uncertainty about their confidence in their learning abilities, with a mean score of 3.19.
Participants’ levels of self-management
SELM1 I can appropriately handle my feelings 3.42 0.996 19% 36% 45% SELM2 I can enjoy positive emotions such as happiness, satisfaction and excitement
SELM3 I can make appropriate decisions 3.44 0.998 22% 25% 53%
SELM4 I can solve the problems that I face 3.28 0.974 22% 42% 36% SELM5 I can set and achieve goals that will make me more successful
SELM6 I am able to keep going in the face of difficulties and setbacks
SELM7 I can think reflect on my thinking and learning
SELM8 I can focus my attention on my present thoughts, feelings and movement
SELM9 I can use helpful thinking to cope with negative events and feelings
SELM10 I can engage in academic and social tasks making use of my strengths
The students demonstrated a moderate level of self-management, with an overall mean score of 3.45 Key strengths included their enjoyment of positive emotions and engagement in academic and social tasks, both averaging 3.64, as well as their goal-setting and achievement abilities, which had a mean of 3.58 Additionally, most participants felt capable of making appropriate decisions (mean: 3.44), reflecting on their thinking and learning (mean: 3.42), maintaining focus on the present (mean: 3.39), and persevering through challenges (mean: 3.36) However, a significant number of students expressed uncertainty regarding their emotional regulation (mean: 3.42), coping strategies for negative experiences (mean: 3.36), and problem-solving skills (mean: 3.28).
Participants’ levels of social awareness
SOCA1 I am aware of the feelings and opinions of others
SOCA2 I care about others and do my part to make my school community better
SOCA3 I care about and respect the individual differences of others
SOCA4 I am aware of how I perceive others and how they perceive me
SOCA5 I know about and make adequate use of family, school, and community resources
SOCA6 I care about the physical environment 3.50 1.254 25% 22% 53%
The students demonstrated moderate social awareness, with an overall mean score of 3.61 Key aspects of their awareness included a strong understanding of others' feelings and opinions (mean: 3.75), recognition of mutual perceptions (mean: 3.64), and respect for individual differences (mean: 3.72) Additionally, most students expressed concern for their school community (mean: 3.56) and the environment (mean: 3.50), while also utilizing family, school, and community resources (mean: 3.47) However, a significant number of participants remained unsure or unaware of these social awareness features.
Participants’ levels of social management
SOCM1 I will interact appropriately with others
SOCM2 I will work on having positive and caring relationships
SOCM3 I will collaborate with others in learning and social activities
SOCM4 I will learn to handle conflicts in constructive ways
SOCM5 I will act in an honest and responsible way with others
SOCM6 When making decisions, I will consider the needs and rights of others
The participants demonstrated a moderate level of social management, with an overall mean score of 3.61 Key aspects of their social management abilities included a strong desire to foster positive and caring relationships (mean: 3.86), appropriate interactions with others (mean: 3.64), and collaboration in learning and social activities (mean: 3.61) While most students expressed intentions to act honestly and responsibly (mean: 3.56), a significant number felt uncertain about this commitment Additionally, the majority of students showed consideration for the needs and rights of others in their decision-making processes.
The study revealed that the mean score for students' awareness of conflict management features (SOCM6) was 3.53, with over 25% of students overlooking this aspect Additionally, regarding their willingness to learn constructive conflict resolution (SOCM4), the responses showed mixed levels of agreement, leaning slightly towards a positive inclination.
4.1.1.2 Pre and post-tests (Grammar and vocabulary proficiency)
To address the second research question, a pre-test and post-test were conducted to provide numerical data for comparison, highlighting changes over time following the implementation of SEL activities and strategies Designed by the Education and Training Department of Vietnam, both tests evaluated students' English vocabulary and grammatical competence through 40 multiple-choice questions, labeled A to D The questions covered various aspects, including pronunciation, stress, word form, word meaning, synonyms and antonyms, comprehension, and sentence rearrangement.
Paired samples t-test of the participants
M Min Max SD M difference Sig (2- tailed)
The students demonstrated notable improvement in their academic performance, achieving an average score of 5.61 on the pre-test, with scores ranging from a low of 1.25 to a high of 8.25 In the post-test, the average score rose to 6.59, reflecting an increase of 0.98 points Additionally, the lowest score improved to 3.50, while the highest score reached 9.25 The significant difference between the pre-test and post-test scores, indicated by a p-value of 0.000, confirms that the students' vocabulary and grammar knowledge has significantly enhanced.
4.1.1.3 Comparison between SEL competence and test-scores
Bivariate analysis of post-test scores and SE competencies
The bivariate analysis of post-test scores indicated a lack of significant correlation between students' scores and their social emotional competencies The significance values demonstrated that there is a weak relationship between social emotional competence and knowledge of vocabulary and grammar.
Mean comparison of social emotional competency areas between grade groups
The mean values for each competency area were largely consistent across grade groups Notably, students with weak post-test grades exhibited the highest levels of Social-Emotional Competence (SEC), achieving a mean of 4.17 Following this group, the excellent grade group recorded the second highest SEC, while the good grade group ranked next, with the below average and average groups trailing behind.
ANOVA analysis of differences between social emotional competency among grade groups
The ANOVA analysis revealed no statistically significant differences in the mean values across the five grade groups for all competency areas, as indicated by significance values exceeding 0.05.
Interviews conducted with teachers revealed a correlation between secondary school students' social and emotional competencies and their English language proficiency, particularly in vocabulary and grammar Teachers noted that students with stronger social and emotional skills are more engaged in classroom interactions, which enhances vocabulary acquisition and grammar understanding through communicative practices However, some educators expressed concerns that while social and emotional learning (SEL) activities boost motivation and confidence, they may not directly improve grammatical accuracy without explicit instruction Additionally, variations in students' socioeconomic backgrounds and prior language exposure were identified as potential factors influencing this correlation, indicating that SEL alone may not determine English language proficiency.
SEL and overall academic achievement
Effective SEL activities and strategies
The findings in this section address the answer to the second research question
Effective SEL activities and strategies significantly enhance English learning achievements, especially in vocabulary and grammar, for secondary school students This section presents data derived from interviews conducted to address the third research question regarding SEL strategies.
The data collected from the interviews were used to aid the researcher in answering the third research question Through the interview questions about
The study gathered teachers' insights on effective social-emotional learning (SEL) activities and strategies, identifying the specific SEL practices they employed, the methods they deemed effective, and their advice for novice educators.
SEL activities used by teachers
The teachers mentioned numerous SEL activities that they use in their own classrooms Among these were group discussion activities, such as
“Community Circle”, warmth and support activities, like “Kind Acts Jar” and
The article discusses the use of "Feelings Flashcards" and SEL competence-building activities, such as "Grateful Greeting," alongside cooperative learning strategies An interviewee highlighted the importance of selecting activities tailored to students' English proficiency and age.
I implement various strategies to foster student engagement and emotional expression One effective method is the Community Circle, which creates a safe space for students to share their thoughts and listen to one another Additionally, I use Feelings Flashcards to help students identify and articulate their emotions The Kind Acts Jar encourages students to promote kindness by documenting and sharing acts of kindness they observe or perform Lastly, we begin each day with a Grateful Greeting, where students express gratitude by sharing something they are thankful for.
I use Feelings Flashcards which is a strategy of creating flashcards to help students share their emotions like happiness, excitement, sadness, and more – I2-8
I let students work in pairs or groups in different ways – I3-8
SEL practices and SEL-related teaching approaches that are considered effective
In the realm of Social and Emotional Learning (SEL), effective vocabulary and grammar acquisition is best supported by practices that emphasize communication and collaboration Key methods include Communicative Language Teaching, collaborative activities like group discussions and peer teaching, as well as engaging role-playing exercises.
Communicative language teaching and Cooperative Language Learning approaches are the most effective ones – I1-16
Collaborative activities like group discussions, cooperative projects, and peer teaching significantly improve English learning outcomes By engaging in meaningful conversations and negotiating meaning, students benefit from each other's language use Incorporating group activities and role-playing not only makes learning enjoyable but also proves to be an effective approach for students of all ages.
Inexperienced teachers looking to implement social and emotional learning (SEL) activities can benefit from several strategies Directly teaching social and emotional skills, providing emotional support, and fostering student autonomy are essential Engaging students in literature discussions focused on emotions and relationships can also enhance their understanding Additionally, encouraging students to maintain diaries for recording daily events and setting weekly and monthly goals can further support their emotional development.
To effectively teach social and emotional skills, it is essential to deliver clear lessons and create opportunities for students to practice these skills throughout the day Additionally, providing emotional support and fostering an environment that encourages student voice and autonomy are crucial for their development.
Exploring themes of emotions and relationships in literature is an excellent choice for teachers Selecting literature or short stories that delve into these themes allows for engaging discussions that prompt students to reflect on characters' perspectives and feelings Such reading activities not only foster empathy but also significantly enhance students' vocabulary.
Teachers can encourage students to write diaries and record the daily things they do can help students develop vocabulary very well…encouraging students to write down
61 their goals for the week and month and practice reading those goals out loud is also quite an interesting activity – I3-18
From the teachers' perspective, collaborative SEL activities, such as group discussions, cooperative projects, peer teaching, and role-playing, are effective for enhancing vocabulary and grammar learning Yoder et al (2021) highlighted that cooperative learning not only aids in academic development but also fosters emotional and social growth Reflective activities like journal writing promote planning and goal-setting while enriching vocabulary Additionally, literature discussions focused on emotions and relationships encourage positive emotional reflection and empathy among students Yoder et al (2021) further emphasized that reflective practices and group discussions enhance emotional competence Teachers also found that creating an emotionally supportive environment, where students can express their opinions and exercise autonomy, is crucial for developing SEL competence, aligning with Yoder et al (2021) who noted that warmth and support are vital for an effective learning atmosphere.
Students’ attitudes towards SEL
This section explores students' attitudes towards social and emotional learning (SEL), addressing the third research question The data collected from the questionnaire provides insights into the target students' perspectives on SEL.
The questionnaire aimed to gather data on students' attitudes towards Social and Emotional Learning (SEL) in enhancing vocabulary and grammar It comprised three sections, with the third section specifically designed to address the third research question This section included five-point Likert-scale items, prompting participants to express their level of agreement regarding the positive effects of SEL activities, adapted from Yoder et al.
Students' attitudes of SEL activities for vocabulary development
Students exhibited positive attitudes towards Social and Emotional Learning (SEL) activities, particularly in enhancing vocabulary knowledge Key factors contributing to this were a supportive classroom environment and students taking responsibility for their own learning and classroom decisions Additionally, promoting personal identity and providing opportunities for students to share ideas and reflect on their work were recognized as impactful SEL activities.
Improving vocabulary knowledge is significantly influenced by various factors in the classroom Students recognized that having clear expectations from teachers and engaging in collaborative activities with peers positively contribute to their vocabulary development Additionally, teachers modeling social and emotional competencies and providing constructive feedback were seen as beneficial While many students acknowledged that addressing social problems in the classroom could enhance vocabulary skills, a considerable number remained uncertain about this impact.
Students' attitudes SEL activities for grammar development
Participants expressed positive attitudes towards the impact of Social and Emotional Learning (SEL) activities on their grammar knowledge They found activities that involved sharing and reflecting on ideas with peers to be particularly beneficial Additionally, students valued a supportive classroom environment, taking responsibility for their learning, and engaging in diverse activities led by the teacher They also appreciated the teacher's role in promoting personal identity and belonging, as well as modeling social and emotional competencies While many recognized the importance of collaborative problem-solving and understanding teacher expectations, a significant number remained uncertain about these activities' contributions to grammar learning.
Participants showed a generally positive attitude toward Social and Emotional Learning (SEL), recognizing its contribution to their vocabulary and grammar proficiency However, it is crucial to critically evaluate the direct impact of SEL on language development and consider the potential influence of other contributing factors.
In terms of vocabulary improvement, students identified a positive and supportive classroom environment and taking responsibility for their own learning as the most effective practices This suggests that motivation and
Autonomy and engagement in diverse classroom activities play vital roles in vocabulary acquisition, alongside promoting personal identity and peer opinion exchange However, while these factors aid vocabulary learning, structured exposure to new words, explicit teaching, and meaningful use in various contexts are also essential Without these elements, students may gain confidence in communication but still struggle with lexical range and accuracy For grammar improvement, students identified peer discussions, exposure to different perspectives, and self-reflection as key strategies, which align with practices beneficial for vocabulary learning This suggests that students perceive language development holistically Although an engaging classroom environment supports grammar acquisition, it raises the question of whether implicit exposure is sufficient Effective grammar learning requires a balance of communicative interaction and explicit instruction; relying solely on peer discussions and self-reflection may undervalue systematic grammar instruction, potentially leading to gaps in accuracy and syntactic complexity.
Students believe that a reflective, supportive, and interactive classroom enhances their vocabulary and grammar acquisition Their focus on learner-centered and collaborative methods prompts the need to explore how structured instruction can be effectively integrated to provide a well-rounded language learning experience.