PREPARATORY SCHOOL STUDENTS’ PERCEPTIONS OF THE SOCIAL- EMOTIONAL FOREIGN LANGUAGE LEARNING IN A UNIVERSITY CONTEXT
Yükleniyor...
Dosyalar
Tarih
JUNE 2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
ÇAĞ ÜNİVERSİTESİ SOSYAL BİLİMLER ENSTİTÜSÜ
Erişim Hakkı
info:eu-repo/semantics/openAccess
CC0 1.0 Universal
CC0 1.0 Universal
Özet
With the 21st century, the understanding of education is being reshaped, and it is aimed
to provide students with 21st century skills. In this direction, Social and Emotional
Learning (SEL) has appeared in education world as a necessity of the 21st century
education understanding. However, at this point, it is seen that the inclusion of SEL in
education at the university level has not received remarkable attention. To this end, this
study was conducted to explore preparatory school students’ perceptions of the Social-
Emotional Foreign Language Learning (SEFLL). In addition, in this mixed methods
study, the factors underlying the perceptions of students as well as their SEFLL
perceptions and competences were investigated. In the quantitative part of the study,
data were collected by using Social-Emotional Foreign Language Learning Scale
(SEFLLS) developed by Zaimoğlu (2018) and in the qualitative part by means of semi-
structured interview questions. In this study, data were obtained from 222 English
preparatory students studying at the School of Foreign Languages of a state university
in Turkey. According to the results of the study, it was revealed that the students had
high level of SEL perception and Social Emotional Competence (SEC), but they did not
have in-depth knowledge about SEL. However, it is clear that preparatory school
students need support from their teachers and social environments in the first years of
their university life. In conclusion, the findings of this study will shed light on the
inclusion of SEL in university-level language education programs and its integration
into courses.
