The impact of group work on social and emotional learning in EFL classrooms: An experimental study

The importance of social and emotional learning skills for students has been widely acknowledged. In this regard, this study examined the impact of group work on Social and Emotional Learning (SEL) skills in an EFL classroom. The research aimed to investigate how incorporating group work activities in the classroom affects students' SEL development and determine gender differences in SEL skills. It also sought to understand students' perception of their own SEL skills. The study employed a mixed methods approach, combining quantitative and qualitative data collection tools. Quantitative data was collected through pre- and post-tests using a validated SEL scale (SELLS), while qualitative data was gathered through student interviews. The participants of the study were 8th grade students from two different classes in a secondary school in Gaziantep, Turkey. The findings indicated that group work had a positive and significant impact on students' SEL skills in the EFL classroom. Through the collaborative tasks, students demonstrated improvements in areas such as communication, problem-solving, coping with stress, and self-esteem enhancing skills. Moreover, it was found that there was no significant difference between genders in terms of SEL skills, which indicated the impact of group work on SEL skills was consistent regardless of the gender. The study also revealed that students perceived group work as an enjoyable and beneficial approach, enhancing their participation in the classroom. Students reported increased self-confidence and empathy, in addition to their SEL skills. These findings highlight the importance of incorporating group work to enhance SEL skills, promoting students' overall holistic development.