Sosyal ve Duygusal Öğrenme Teknikleriyle Desteklenen Öğretimin İngilizce Öğretmen Adaylarının Konuşma Kaygıları Üzerindeki Etkisi

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Tezin Türü: Yüksek Lisans

Tezin Yürütüldüğü Kurum: İstanbul Üniversitesi-Cerrahpaşa, Hasan Ali Yücel Eğitim Fakültesi, Yabancı Diller Eğitimi Bölümü, Türkiye

Tezin Onay Tarihi: 2026

Tezin Dili: İngilizce

Öğrenci: ESRA ACAR

Danışman: Oğuz Cincioğlu

Özet:

The present study aimed to investigate the impact of Social and Emotional Learning (SEL) techniques-integrated English speaking skills instruction on EFL pre-service teachers’ (PTs) speaking anxiety. It also sought to reveal their understanding of the role of emotions and SEL skills in foreign language learning (FLL). In addition, this study examined how EFL PTs make sense of foreign language speaking anxiety (FLSA), its contributing factors, and strategies for coping with it. Finally, it aimed to elicit their perceptions regarding SEL techniques-integrated instruction along with its perceived impact on their speaking anxiety. Quantitative and qualitative data were collected from 60 first-year Turkish EFL PTs studying at a state university in Istanbul, Türkiye. In the collection of quantitative data, the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz et al., 1986) was used, while pre- and post- focus group interviews were conducted to gather qualitative data. This quasi-experimental mixed-methods study lasted 12 weeks. The intervention involved the incorporation of SEL techniques related to the five core SEL competencies into English speaking skills instruction through Oral Communication Skills II course. The results revealed no significant difference between the speaking anxiety levels of EFL PTs who received traditional instruction and those who received SEL techniques-integrated instruction, while a significant decrease was observed in EFL PTs’ speaking anxiety levels in the experimental group. Additionally, it was observed that while EFL PTs possessed a pre-existing awareness regarding emotions and SEL skills in FLL, this reached the level of practice-based engagement following the intervention. The results revealed five perceived factors of FLSA and three types of coping strategies based on EFL PTs’ responses. Finally, highlighting the effectiveness of SEL techniques-integrated instruction, EFL PTs reported that the intervention was positively influential in reducing their FLSA. June 2026, 238 pages.