Social and Emotional Learning in Higher Education EFL Teaching: Pedagogical Strategies, Global Perspectives and a PRISMA-Compliant Systematic Review (2015–2025)
Keywords:
SEL; core competencies; pedagogical strategies; EFL; higher educationAbstract
Social-emotional learning (SEL) is becoming more and more acknowledged as a basic competency for holistic development in higher education; however, the systematic integration of SEL into English as a Foreign Language (EFL) teaching is yet to be explored in depth. This study aims to systematically synthesize the existing evidence on SEL competencies, pedagogical strategies, contextual influences and outcomes in higher education EFL contexts. A systematic literature review (SLR) was performed based on established screening protocols. Relevant studies were retrieved from Web of Science, Scopus, ERIC and SpringerLink using predefined search terms. Out of 612 initial records, 17 studies met the inclusion criteria. The results show that the core SEL competencies in the field of EFL teaching in higher education mainly include emotional regulation, self-awareness, empathy, relationship skills and responsible decision-making. Pedagogical strategies include technology-enhanced approaches, classroom-based and blended interventions. Reported outcomes include greater engagement of learners, reduced anxiety, increased classroom interaction, and greater professional resilience among educators. These results highlight the fact that the successful implementation of SEL is affected by cultural, institutional, and resource-related factors. Future studies should focus on longitudinal and cross-cultural studies, the development of EFL-specific SEL assessment tools, and the optimization of context-specific, technology-enhanced SEL models to foster sustainable language education.
https://doi.org/10.26803/ijlter.25.3.7
References
Al-Obaydi, L. H., Pikhart, M., & Derakhshan, A. (2022). A qualitative exploration of emotional intelligence in English as foreign language learning and teaching: Evidence from Iraq and the Czech Republic. Applied Research on English Language, 11(2), 93–124. https://doi.org/10.22108/ARE.2022.132551.1850
Alghorbany, A., & Hamzah, M. H. (2020). The interplay between emotional intelligence, oral communication skills and second language speaking anxiety: A structural equation modeling approach. 3L: Southeast Asian Journal of English Language Studies, 26(1), 44–59. https://doi.org/10.17576/3L-2020-2601-04
Alhassan, A., Ali, N. A., & Ali, H. I. H. (2021). EFL students’ challenges in English-medium business programmes: Perspectives from students and content teachers. Cogent Education, 8(1), 1888671. https://doi.org/10.1080/2331186X.2021.1888671
Al-Hroub, A., & Al-Hroub, R. (2024). Empowering the vulnerable: The impact of SEL on traumatized children’s academic and social outcomes in crises. Current Psychiatry Reports, 26(12), 777–781. https://doi.org/10.1007/s11920-024-01555-8
Al-Otaibi, S. M., & Alshaikhai, A. (2023). The effect of emotional intelligence and self-efficacy awareness on EFL teachers' pedagogical practices: A qualitative study in the Saudi EFL context. Journal of Language Teaching and Research, 14(6), 1581–1589. https://doi.org/10.17507/jltr.1406.16
Alzaanin, E. I. (2024). Capturing the emotional experiences of English as a foreign language university teachers: A critical perspective. Language Teaching Research, 28(3), 931–947. https://doi.org/10.1177/13621688211012863
Amini, M., Qiufen, W., Amini, D., Ravindran, L., Lin, D. T. A., Ganapathy, M., & Singh, M. K. M. (2025). The significance of humanistic approach and moral development in English language classrooms. Discover Education, 4(1), 238. https://doi.org/10.1007/s44217-025-00691-4
Baker, W. (2022). From intercultural to transcultural communication. Language and Intercultural Communication, 22(3), 280–293. https://doi.org/10.1080/14708477.2021.2001477
Balasubramanian, C., & Al-Mahrooqi, R. (2016). Emotional intelligence in language instruction in Oman: the missing link? RELC Journal, 47(2), 145–160. https://doi.org/10.1177/0033688216645471
Benavides, L. M. C., Tamayo Arias, J. A., Arango Serna, M. D., Branch Bedoya, J. W., & Burgos, D. (2020). Digital transformation in higher education institutions: A systematic literature review. Sensors, 20(11), 3291. https://doi.org/10.3390/s20113291
Booth, A., Martyn-St James, M., Clowes, M., & Sutton, A. (2021). Systematic approaches to a successful literature review (2nd ed.). Sage.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Budak, T., & Mede, E. (2022). The relationship between emotional intelligence, foreign language anxiety, and demotivational factors in an English preparatory language program. Colombian Applied Linguistics Journal, 24(1), 6–22. https://doi.org/10.14483/22487085.17859
Campbell, M., McKenzie, J. E., Sowden, A., Katikireddi, S. V., Brennan, S. E., Ellis, S., Hartmann-Boyce, J., Ryan, R., Shepperd, S., Thomas, J., Welch, V., & Thomson, H. (2020). Synthesis without meta-analysis (SWiM) in systematic reviews: reporting guideline. bmj, 368. https://doi.org/10.1136/bmj.l6890
Canl?, N., Aygün, ?., Kiti?, E., Aslan, Y., & Yayl?, D. (2025). Capturing pre-service language teachers’ social and emotional learning skills: Strengths, challenges, and needs. Turkish Journal of Education, 14(2), 119–142. https://doi.org/10.19128/turje.1485190
Chang, Y. C., & Tsai, Y. T. (2022). The effect of university students’ emotional intelligence, learning motivation and self-efficacy on their academic achievement-Online English courses. Frontiers in Psychology, 13, 818929. https://doi.org/10.3389/fpsyg.2022.818929
Charos, K. (2024). Effective ways of incorporating Krashen’s hypotheses into ESL instructional practices. University Research Base, 153–161. Retrieved from https://scholar.kokanduni.uz/index.php/rb/article/view/303
Dmitrenko, N., Panchenko, V., Hladka, O., Shkola, I., & Devitska, A. (2024). Cultivating communication skills in times of crisis: The perceived impact of SEL techniques in formative assessment on the communication competence of pre-service teachers in Ukraine. International Journal of Emotional Education, 16(2), 96–100. https://doi.org/10.56300/MAIN4950
Eraldemir-Tuyan, S. (2019). An emotional literacy improvement (ELI) program for EFL teachers: Insiders' views. European Journal of Educational Research, 8(4), 1113–1125. https://doi.org/10.12973/eu-jer.8.4.1113
Farsad, L., & Modarresi, G. (2023). EFL learners’ construction of L2 ego and its relationship with emotional intelligence. Journal of Research in Applied Linguistics, 14(1), 124–139. https://doi.org/10.22055/rals.2023.18072
Mujiono, M., Nakhrowi, N., & Fatimah, S. (2019). The effect of verbal-linguistic intelligence and emotional intelligence on academic achievement of Indonesian EFL learners. International Journal of Learning, Teaching and Educational Research, 18(12), 350–365. https://doi.org/10.26803/ijlter.18.12.20
Gao, Y., Guo, Y., & Wang, Y. (2025). Chinese English as a foreign language college students’ emotional intelligence and willingness to communicate: A latent profile analysis. Perceptual and Motor Skills, 132(1), 119–143. https://doi.org/10.1177/00315125241283151
Ghenaati, Z., & Naeini, M. S. B. (2019). Interrelationships of emotional intelligence with the awareness of request and apology strategies in an EFL setting. Indonesian Journal of Applied Linguistics, 9(1), 148–156. https://doi.org/10.17509/ijal.v9i1.14486
Gough, D. (2021). Appraising evidence claims. Review of Research in Education, 45(1), 1–26. https://doi.org/10.3102/0091732X20985072
Guo, Y., Xu, J., & Liu, X. (2018). English language learners’ use of self-regulatory strategies for foreign language anxiety in China. System, 76, 49-61. https://doi.org/10.1016/j.system.2018.05.001
Heggernes, S. L. (2021). A critical review of the role of texts in fostering intercultural communicative competence in the English language classroom. Educational Research Review, 33, 100390. https://doi.org/10.1016/j.edurev.2021.100390
Hermana, P., Zuraida, & Suganda, L. A. (2021). Indonesian pre-service teachers' mindfulness, social emotional competence, and academic achievement. International Journal of Evaluation and Research in Education, 10(4), 1176–1184. https://doi.org/10.11591/ijere.v10i4.21272
Higgins, J. P. T., Thomas, J., Chandler, J., Cumpston, M., Li, T., Page, M. J., & Welch, V. A. (2019). Cochrane handbook for systematic reviews of interventions (2nd ed.). Wiley. https://doi.org/10.1002/9781119536604
Imamyartha, D., Wahjuningsih, E., Puspa, A., Bilqis, M., & Hudori, R. F. A. (2021). An experiment on mobile learning to leverage EFL learners' engagement, emotional intelligence, and learning motivation. Journal of Asia TEFL, 18(4), 1285–1301. https://doi.org/10.18823/asiatefl.2021.18.4.13.1285
Imamyartha, D., Widiati, U., & Anugerahwati, M. (2023). The nexus between emotional intelligence, learning engagement, motivation, and achievement in team-based mobile language learning. Japan Association for Language Teaching Computer Assisted Language Learning Journal (JALT CALL Journal), 19(2), 269–298. https://doi.org/10.29140/jaltcall.v19n2.1083
Kliueva, E., & Tsagari, D. (2018). Emotional literacy in EFL classes: The relationship between teachers' trait emotional intelligence level and the use of emotional literacy strategies. System, 78, 38–53. https://doi.org/10.1016/j.system.2018.07.006
Kusuma, I. P. I., Walker, D., Ardi, P., & Budiarta, L. G. R. (2025). Guided vs. unguided social media-assisted language learning: An in-depth analysis of speaking performance, willingness to communicate, and social emotional learning. Australian Journal of Applied Linguistics, 8(3), 102455. https://doi.org/10.29140/ajal.v8n3.102455
Li, C., Huang, J., & Li, B. (2021). The predictive effects of classroom environment and trait emotional intelligence on foreign language enjoyment and anxiety. System, 96, 102393. https://doi.org/10.1016/j.system.2020.102393
Li, Y., & Zhang, L. (2024). Exploring the relationships among teacher–student dynamics, learning enjoyment, and burnout in EFL students: the role of emotional intelligence. Frontiers in Psychology, 14, 1329400. https://doi.org/10.3389/fpsyg.2023.1329400
Mahoney, J. L., Weissberg, R. P., Greenberg, M. T., Dusenbury, L., Jagers, R. J., Niemi, K., Schlinger, M., Schlund, J., Shriver, T. P., VanAusdal, K., & Yoder, N. (2021). Systemic social and emotional learning: Promoting educational success for all preschool to high school students. American Psychologist, 76(7), 1128–1142. https://doi.org/10.1037/amp0000701
Öz, H., & Çepik-Kiri?, H. (2018). A study of emotional intelligence and attitudes towards teaching profession among Turkish EFL pre-service teachers. International Journal of English Linguistics, 8(6), 1–11. https://doi.org/10.5539/ijel.v8n6p1
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., ... Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372. https://doi.org/10.1136/bmj.n71
Pereszlényi, A., & Divéki, R. (2024). I felt “Safe and Heard”: Nurturing English majors’ social-emotional skills through the discussion of controversial issues in the Hungarian University context. Anglica, 33(1), 151–177. https://doi.org/10.7311/0860-5734.33.1.08
Resnik, P., & Dewaele, J. M. (2023). Learner emotions, autonomy and trait emotional intelligence in ‘in-person’ versus emergency remote English foreign language teaching in Europe. Applied Linguistics Review, 14(3), 473–501. https://doi.org/10.1515/applirev-2020-0096
Sangeetha, S., & Sridhivya, D. (2025). The power of translanguaging: Theoretical insights and empirical evidence on language acquisition and social-emotional learning. Australian Journal of Applied Linguistics, 8(1), 102406. https://doi.org/10.29140/ajal.v8n1.102406
Santos, L. M. D. (2020). The discussion of communicative language teaching approach in language classrooms. Journal of Education and E-learning Research, 7(2), 104–109. https://doi.org/10.20448/journal.509.2020.72.104.109
Santoso, D. R., Affandi, G. R., & Basthomi, Y. (2024). ‘Getting stuck’: A study of Indonesian EFL learners’ self-efficacy, emotional intelligence, and speaking achievement. Studies in English Language and Education, 11(1), 384–402. https://doi.org/10.24815/siele.v11i1.30969
Saraa, N., Alhaqbani, H. M., AL-Qadri, A. H., & Al-Khadher, M. A. (2025). The development of emotional intelligence scale for Algerian higher education EFL students: Validating the modified version of Schutte et al.’s (1998) model. Psychological Reports, 00332941251390463. https://doi.org/10.1177/00332941251390463
Shen, Z., & Abalkheel, A. M. (2024). The role of explicit and tacit knowledge in English teaching in second language acquisition. Eurasian Journal of Applied Linguistics, 10(2), 293–306. https://dx.doi.org/10.32601/ejal.10225
Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8(1), 45. https://doi.org/10.1186/1471-2288-8-45
UNESCO. (2024). Mainstreaming social and emotional learning in education systems: Policy guide. UNESCO. https://doi.org/10.54675/ORWD6913
Wang, Y., & Liu, F. (2026). Emotional intelligence and second/foreign language achievement: A meta-analytic review. Language Teaching Research, 30(1), 449–469. https://doi.org/10.1177/13621688231152627
Xiong, Y. (2025). The influence of classroom environment and socio-emotional learning on EFL writing engagement: The mediating role of motivation regulation strategy. The Asia-Pacific Education Researcher, 34(5), 1751–1761. https://doi.org/10.1007/s40299-025-00989-9
Zhang, C. (2023). The effects of emotional intelligence on students' foreign language speaking: A narrative exploration in China's universities. The Qualitative Report, 28(12), 3494–3513. https://doi.org/10.46743/2160-3715/2023.6296
Zhang, T., Zhang, R., & Peng, P. (2024). The relationship between trait emotional intelligence and English language performance among Chinese EFL university students: The mediating roles of boredom and burnout. Acta Psychologica, 248, 104353. https://doi.org/10.1016/j.actpsy.2024.104353
Zokaee, M., & Suzani, S. M. (2020). An investigation into the impact of emotional quotient (EQ) on Iranian EFL learners’ language achievement. Sustainable Multilingualism, 16(1), 91–111. https://doi.org/10.2478/sm-2020-0005
Zong, Y., & Yang, L. (2025). How AI–enhanced social–emotional learning framework transforms EFL students' engagement and emotional well-being. European Journal of Education, 60(1), e12925. https://doi.org/10.1111/ejed.12925
Zou, X., & Park, H. (2024). The interrelationships of L2 willingness to communicate, emotional intelligence, foreign language classroom anxiety and teacher immediacy. Journal of Asia TEFL, 21(1), 53–73. https://doi.org/10.18823/asiatefl.2024.21.1.4.53
Zuo, M. (2025). Navigating for positive group dynamics through emotion regulation: A multimodal conversation analysis on teacher discussions in Chinese EFL curriculum development. The Asia-Pacific Education Researcher, 1–18. https://doi.org/10.1007/s40299-025-00971-5
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Danting Sui, Khairul Azhar Jamaludin, Nurfaradilla Mohamad Nasri, Qisen Zhu
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
