Integrating Social-Emotional Learning Into L2 Instruction in Higher Education: Effects on Learner Autonomy

Learner autonomy is a key objective in higher education language programs. Social-emotional learning has been proposed as a pedagogical approach to support autonomy by addressing learners’ emotional and social competencies, notably self-awareness and social awareness. This mixed-methods, quasi-experimental pretest–posttest study in a university English preparatory program investigated the impact of embedding SEL activities into a seven-week course on learners’ autonomy development. The experimental group (n = 21) received SEL-infused instruction targeting self-awareness and social awareness, while the control group (n = 21) followed the same syllabus without SEL content. Learner autonomy was measured pre- and post-intervention using a learner autonomy scale, and qualitative data (weekly Padlet reflections and a final opinion paper) captured learners’ perceptions of the learning process. Quantitative results showed that the experimental group achieved greater gains in autonomy compared to the control group. Qualitative findings, analysed through Zimmerman’s self-regulated learning framework, revealed that SEL activities supported learners in setting personal goals, employing learning strategies, and collaborating with peers. These results underscore the pedagogical value of integrating SEL into L2 instruction to foster learner autonomy, highlighting that strengthening learners’ emotional and social skills can enhance their self-regulation and overall engagement in language classrooms.