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SOCIAL EMOTIONAL LEARNING IN PRE-SERVICE EFL TEACHERS’ FORMATIVE ASSESSMENT IN CRISIS TIMES
(1) Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Vinnytsia, Ukraine
(2) Municipal Establishment “Kharkiv Humanitarian Pedagogical Academy” of Kharkiv Regional Council, Ukraine
(3) Kryvyi Rih State Pedagogical University, Ukraine
(4) Berdyansk State Pedagogical University, Ukraine
(5) Uzhhorod National University, Ukraine
(*) Corresponding Author
Abstract
This qualitative case study deals with the problem of social-emotional learning (SEL) implementation in Ukrainian pre-service English as a foreign language (EFL) teachers’ formative assessment in the English language classroom. The research question is “How did the implementation of SEL techniques during formative assessment affect pre-service EFL teachers’ communicative skills?” It is particularly important in times of crisis, such as wars, natural disasters, or pandemics, when pre-service EFL teachers are socially and emotionally vulnerable. Taking into account that the assessment provokes additional stress and anxiety, the introduction of SEL techniques in formative assessment contributes to creating a fertile educational space with a focus on pre-service teachers’ emotional needs and mental well-being. The study found that integrating SEL techniques such as exit tickets, reading logs, dialogue journals, pilgrim’s journals, assessment rubrics, reflective activities, and graphic organizers into formative assessments significantly enhanced pre-service EFL teachers’ communicative skills, emotional intelligence, and learner autonomy. Participants reported improved engagement, self-awareness, and interpersonal skills, confirming the value of SEL-informed pedagogy in fostering both language proficiency and emotional resilience in times of crisis.
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DOI: https://doi.org/10.24071/llt.v28i1.9837
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