Investigating social-emotional language learning competencies of EFL learners in distance education

This study is aimed to investigate SEFLL competencies of university students studying in distance education. Zaimoğlu's (2018) "Social-Emotional Foreign Language Learning Scale" (SEFLLS) was used to identify students' SEFLL competencies in distance education. Additionally, this study examines whether there are significant differences in students' SEFLL competencies according to their demographic characteristics such as gender, age, English level, high school background, and department. Also, the study examines the relationship between SEFLLS subscales. The sample of this study consists of 126 preparatory students. The findings indicated that participants in distance education had a comparatively higher level of competency in social relations and decision-making than self-regulation. Moreover, the results indicated that the participants' gender, high school background, and department all impacted their SEFLL competencies. Furthermore, results illustrated that there is a significant, positive and strong correlation between subscales of the SEFLLS.