SOCIAL EMOTIONAL LEARNING: SEL – AWARENESS OF EFL
TEACHERS IN UZBEKISTAN
Karimova Dilfuza
Westminster International University in Tashkent
(dilfuza.karimova78@gmail.com)
https://doi.org/10.5281/zenodo.10443885
Key words:
EFL teachers, Social emotional learning, Self – management, Self – awareness, Life-long learning.
Abstract:
Social emotional learning (SEL) skills are the key components of the 21
st
century education that lead to
higher academic, social and personal achievements of students. They support students, teachers and
families to cooperate successfully to reach win-win position both in classroom and outside. It is
recognized that language classes and language teachers are first-rate mediums for developing students’
SEL skills through authentic materials and activities. However, there is little research on SEL awareness
of language teachers and implementation of SEL skills in teaching learning process in Uzbekistan. The
study involved 16 EFL teachers through an online survey to collect quantitative data about SEL
awareness of EFL teachers. This study aims to contribute
to the development of SEL focused teacher training curriculum to be implemented in professional
development institutions through both pre-service and in-service trainings.
INTRODUCTION
Social emotional skills play a critical role in many
international educational standards today. Defined as
an
integral part of education and human development
this
skill
has a positive impact on a wide range of outcomes,
including academic performance, healthy relationships,
mental wellness, and more (CASEL, 2022). O
ver the
last few years, the education system of Uzbekistan is
transforming to a new format where educational
curriculum materials focus not only the subject
knowledge but incorporate SEL skills as well. The
student standards, teaching learning materials aim to
develop students’ life
Recent researches conducted to examine this
phenomenon from various perspectives indicate that
teachers' knowledge and understanding of their students'
social, emotional, and cognitive development is
essential for effective, high-quality teaching and
learning because a warm teacher-student relationship
support students' deep learning and positive social-
emotional development in the classroom (
Larasati et al
.,
2019). skills.
However, there is no evidence that teachers, particularly
EFL teachers have foundation awareness of the skills as
well as competence on how to incorporate the new
format teaching into their classroom practice.
This research aims to investigate the level of SEL-
awareness of EFL teachers in Uzbekistan. The study
will explore the general competence of EFL teachers on
SEL skills, which aspects of SEL they consider the most
important and what reasons they see for SEL integration
into curriculums.
Social emotional learning
Social-emotional learning (SEL) describes the
mindsets, skills, attitudes, and feelings that help students
succeed in school, career, and life. At its core, SEL
focuses on students’ fundamental needs for motivation,
social
connectedness,
and
self-regulation
as
prerequisites for learning (Panorama education, 2023).
The research outlines five main aspects for SEL
framework:
1.
Self-awareness. This includes recognizing one’s
emotions and values as well as one’s strengths and
challenges;
2.
Self-management highlights skills for managing
emotions and behaviors to achieve one’s goals;
3.
Responsible decision- making outlines making
ethical, constructive choices about personal and
social behavior, develop responsibility for their
behavior and academic performance.
4.
Relationship skills develops learners’ skills for
forming positive relationships, working in teams,
dealing effectively with conflict
5.
Social awareness is showing understanding and
empathy for others;
SEL skills can also be referred as 21
st
century skills, 4Cs
competencies, life skills, soft skills, or whole child
education by educators.
LITERATURE REVIEW
SEL skills play a crucial role in developing a life-long
learner through skills such as self-awareness and self –
management. According to Seifeddin (2021) life-long
learning requires that EFL teachers prepare their
students to learn –how-to learn and learn how to work
(job or career skills). Students should be prepared to 21st
century with its skills including 4Cs which comprise
communication, collaboration, critical thinking, and
creativity. The 4Cs and life-long learning enables
students to learn continuously regardless of time or
place. It also requires that EFL students learn how-to-
learn, learn how to work, learn how live with others, and
learn how to be.
Zayatz
(2022) contends that
respondents identified the
need for initial or additional training, protected time to
implement SEL, and the need to adopt a curriculum for
SEL, though they also felt their school always used to
meet the social and emotional needs of students. The
research findings also indicated the teachers felt their
building leadership did nothing to support SEL
implementation, and further stipulated that more time
and training were necessary to implement SEL
successfully. The study has revealed school leadership
should identify one SEL curriculum for the school to
ensure consistency in training, monitoring, and
implementation.
Using Q methodology to explore mindsets in a more
complex and nuanced way Gkonou and Mercer
(2017)
found predominantly fixed mindsets regarding areas of
teacher personality and teacher socio-emotional
competences with a tendency to these being viewed as
less malleable than other areas of teacher competences.
They conclude that they would want to ensure a growth
mindset in language teachers about their potential to
improve and further develop their socio-emotional
competences. It suggests that training interventions
may also need to address mindsets at the outset to ensure
a positive starting base for work on developing their
competences in this area.
Although a number of other researches have been
conducted to investigate SEL role in EFL classes, the
level of EFL teachers’ awareness of SEL skills is not
researched in Uzbekistan context. This study aims to
investigate how well are EFL teachers are aware of SEL
skills and what are the reasons of their aim (if such
exists) to integrate SEL into their teaching practices.
METHODS
To better understand the SEL skill levels of different
populations the researcher used cross sectional study.
The number of samples who volunteered to fill in
questionnaire was 16 EFL teachers. Only 2 male and 14
female EFL teachers participated in the survey. Table 1
shows population comes from various educational
settings. Around 45 % (7) of respondents are from
public secondary schools and well above 30 per cent (5)
work in governmental higher institutions. Only a quarter
of participants come from private educational sectors. A
half of the respondents come with 16 and more years of
teaching experience and the same 18,8 per cent of
respondents have 4-7 and 8-15 years of teaching
experience. Merely 2 respondents which make up 12,6
per cent are novice teachers. The questionnaire also
shows that 75% of those who took part in the study teach
in urban educational setting and the rest 25 – work in
rural areas
Table 1. Distribution of Respondents by Workplace
The questionnaire contained 4 close end and 1 open
ended questions and
highlighted information about SEL
awareness and its integration into teaching practices of
the participants. The last open – ended question asked
teachers’ opinion about the reasons to incorporate SEL
into education system.
RESULTS
The results of questionnaire on possibility to
accommodate the curriculum
Out of 16 participants overwhelming 62% stated
although they are provided to teach a compulsory
curriculum including teaching learning materials, they
can incorporate the materials they consider important
for their student.
While almost 25% of participants mentioned they
cannot accommodate their compulsory curriculum
around 13 percent of participants state they have
flexibility in choosing what to teach.
Table 2. Availability of Flexible Teaching Curricula
The results of questionnaire on EFL teachers’
awareness of SEL
For the second question on whether the participants are
familiar with SEL, more than a half of participants claim
they are aware of this skill to some extend but are not
confident to incorporate it into their teaching practices.
For the other 37% of respondents, the current
questionnaire was the first time they encounter the term
whereas only 1 participant which makes 7% states they
try to use SEL skill oriented activities in classes.
Table 3: Awareness of Social and Emotional Learning (SEL) among Respondents
The results of questionnaire on SEL aspects teachers
used to integrate in the classes
Out of five aspects of SEL framework proposed by
CASEL, the most incorporated was relationships skills
with 75%. Approximately 65% of teachers say they
implement self-awareness and self –management skills
into their teaching practices. Little under 60 % of EFL
teachers opted for responsible decision making while 31
% chose social awareness. The data shows that all
participants use SEL skills in classes as the minimum
number of skills every respondent chose was more than
3 of SEL subskills.
The results of open – ended question on reasons why
the respondents believe SEL skills be an integral part
of the EFL lessons.
The data shows the EFL teachers have different reasons
on why the SEL skills are important to their students.
Most of the statement show that the respondents
consider the SEL skill as the key of future personal and
professional success and a ground for developing
responsible lifelong learners in their students. Some
respondents consider the SEL skills closely related to
time management of their students and if gained this
skill can help the learners to spend their life efficiently.
Table 4: Integration of SEL Subskills into Classroom Instruction
DISCUSSION
REFERENCES
The findings of this study suggest that SEL awareness
of EFL teachers is an important skill. The educators
understand the role of incorporating SEL based
curricular and teaching learning materials to foster
students’ future life and work success. This is important
because high level of SEL skill is associated with
likeliness to become lifelong learners which is the
primary goal of education as a whole. This finding
aligns with the study of Seifeddin (2021). Our findings
show that EFL teachers in Uzbekistan understand that
life-long learning enables students to learn continuously
regardless of time or place.
Our study also agreed with Zayatz (2022) that a growth
mindset in language teachers about their potential to
improve and further develop their socio-emotional
competences is critical. In the light of this study we see
that most EFL teachers regardless their experience and
academic setting are open to develop and incorporate the
SEL skill into the teaching practices. The results also
reveal that teachers feel a need to adopt a curriculum for
SEL, though in some institutes the educators can adjust
the provided materials.
CONCLUSION
Overall, the findings of this study suggest that lthough
EFL teachers in Uzbekistan have limited knowledge on
SEL skills they are open to to incorporate these skills
into their lesson as they believe it has lifelong benefits
to their students. EFL teachers play a critical role in
shaping students SEL skills and for this reason they (the
teachers) themselves need special trainings during their
in service and/or pre service trainings. Also, having
flexible curriculum to find a room for SEL-focused
activities would benefit both teachers and their learners
1.
Larasati, A., Lingga, A. S., & Hariswan, J. P.
(2019). Indonesian English teachers' social-
emotional competence and students' English
learning motivation.
Indonesian Journal of English
Language Teaching and Applied Linguistics,
4(1),
1-12.
2.
Seifeddin, A. H. (2021). Becoming life-long
learners: Preparing EFL students for the future.
Sohag
University
International
Journal
of
Educational Research
, 4(4), 67-75.
3.
Zayatz, A. C. (2022). Teacher perceptions of social-
emotional learning program implementation and
sustainability in one school division in Northern
Virginia
(Doctoral
dissertation,
Virginia
Polytechnic Institute and State University).
4.
Gkonou, C., &
Mercer, S. (2017). Understanding
emotional and social intelligence among English
language teachers.
ELT Research Papers
, 17.03
5.
Panorama Education. (2023),
User guide panorama
social-emotional
learning
survey
,
https://go.panoramaed.com/resources/social-
emotional-learning
6.
CASEL (2023),
What Is the CASEL Framework?,
https://casel.org/fundamentals-of-sel/what-is-the-
casel-framework/
