Social and emotional learning (sel) in efl speaking classes

The aim of this study is to focus on the effects of social and emotionallearning on speaking skill and explore if teachers? awareness of SEL skill has aneffect on the development of students speaking skill. In this study the term ?socialand emotional learning? has been narrowed down to attitude the development ofspeaking ability in students.The data was collected through questionnaires administered to Englishteachers, teaching at the same levels, and their students at Gazi UniversityPreparatory School, Ankara, Turkey. The results were analyzed quantitatively andqualitatively. The questionnaires were developed by the researcher to measure twoareas at the same time: social and emotional learning skill and speaking skillproblems in EFL classes.It is known that schools play an essential role in preparing children to becomeknowledgeable, responsible, caring adults. Behind each word lies an educationalchallenge (Elias,1997). So this study tries to emphasize the researcher the importanceof SEL skills by which the teachers can foster their students to be knowledgeable,responsible, and caring ones.The findings obtained firstly revealed that teachers possess EQ and SELlearning skills awareness, but not all of them have this awareness. Inaddition, lack ofEQ awareness among students creates a lack of motivation among students who arenot aware of why and what for they are learning English. Secondly, in the classroomspersonal bonds between students and teachers are not strong enough which can effectlearning and teaching.Based on the findings, the researcher suggests further research, combiningresearch on social intelligence and teaching methodology