Effectiveness of social and emotional learning based instructional module on second language achievement and socio-emotional competence among secondary school students of Kerala

Abstract

The present study examined the effectiveness of Social and Emotional Learning (SEL)-based instructional module on Second Language Achievement (SLA) and Socio-Emotional Competence (SEC) among secondary school students in Kerala. Given the influence of affective factors on language learning, the study emphasized the integration of socio-emotional development within English instruction. The study was grounded in the SEL framework of the Collaborative for Academic, Social, and Emotional Learning (CASEL), supported by sociocultural and affective perspectives. The intervention incorporated practices such as emotional check-ins, cooperative learning, reflective writing, peer interaction, and self-regulation. English Language Anxiety (ELA) and Socio-Economic Status (SES) were treated as covariates. A quasi-experimental pre-test post-test non-equivalent group design was employed following a preliminary exploratory phase. The sample comprised 92 Standard IX students from a Government Higher Secondary School in Thrissur district, Kerala, with experimental (n = 45) and control (n = 47) groups. The experimental group received the SEL-based module, while the control group was taught through Discourse-Oriented Pedagogy. Data were collected using standardized tools and analysed using descriptive statistics, gain score analysis, ANCOVA, and MANCOVA. Pre-test results established baseline equivalence. Post-test findings revealed a significant improvement in Socio-Emotional Competence among the experimental group. Although both groups showed improvement in Second Language Achievement, no significant difference was observed between groups in SLA. However, multivariate analysis indicated a significant combined effect of the intervention on SLA and SEC. ANCOVA confirmed a significant independent effect on SEC, while the effect on SLA remained non-significant after adjustment. The findings suggest that SEL integration significantly enhances socio-emotional competence and contributes to overall learning outcomes, even when direct gains in language achievement are comparable. The study underscores the need to integrate SEL within language pedagogy to promote holistic development. The study was limited to Standard IX students following the SCERT Kerala syllabus in a single institutional setting over a short duration.