Exploring the Role of Social and Emotional Learning in the ESL Classroom: An Interpretative Phenomenological Study

https://doi.org/10.5281/zenodo.20389961

Abstract

While traditional ESL teaching emphasizes cognition, language acquisition is inherently emotional and social. In Pakistani higher education, ESL classrooms are high-stress environments where socio-academic pressure affects learners’ communicative competence. This qualitative study, using interpretative phenomenological analysis (IPA), explores the lived experiences of 12 Pakistani undergraduates. Through semi-structured interviews and rigorous IPA protocols, this study examines how students manage socio-emotional challenges and perceive the role of social and emotional learning (SEL) in overcoming language barriers. Four superordinate themes emerged: (1) performance and foreign language anxiety; (2) self-awareness and emotion regulation as coping strategies; (3) peer empathy and relationship skills enabling safe practice; (4) teachers’ socio-emotional competence boosting motivation. Integrating the CASEL framework with affective filter hypothesis, this study argues that SEL is not an “add-on” but a pedagogical necessity for second language acquisition. Findings advocate embedding SEL into ESL curricula and in-service teacher training to develop emotionally supportive language classrooms in Pakistan.

Keywords: affective filter; English as a second language; foreign language classroom anxiety; interpretative phenomenological analysis; social and emotional learning