THE IMPACT OF SOCIAL-EMOTIONAL LEARNING ON STUDENTS’ PARTICIPATION IN SPEAKING ENGLISH

Abstract

Emotions play a crucial role in how people acquire a foreign language. Many learners experience tension, nervousness, or even fear when they are required to speak a language they do not yet master. This reaction is commonly referred to as foreign language anxiety and most often emerges during speaking activities, oral presentations, or whole-class discussions. Foreign language anxiety has been described as “a distinct complex of self-perceptions, beliefs, feelings and behaviours related to classroom language learning…” [3, p. 128]. When these feelings become too intense, learners may withdraw from tasks and avoid expressing their ideas in English.