An investigation into social-emotional skills of English-major students in some universities in the Mekong Delta
Nội dung chính của bài viết
Tóm tắt
Over the past few years, social-emotional skills education has become a contemporary topic all over the world. Therefore, it is a must to conduct a survey on such an issue among higher education students in Vietnam. This study investigated 782 students belonging to Foreign Language Faculties at three universities in the Mekong Delta in terms of two aspects of how much they are self-aware of and self-manage their personal emotions and how much they identify and share others’ emotions. The findings generated by the quantitative approach show that most participants are able to identify their emotions as well as effectively manage those emotions. However, some students believe they could be able to identify others’ emotions and thus show empathy with the latters’ while the rest show low level of those skills. The present research provided insights for the literature in this field as well as for the research in the next phase.
Từ khóa
English-major students, social and emotional skills, self-awareness, self-management, social awareness.
Chi tiết bài viết
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Tài liệu tham khảo
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Durlak, J. A., Weissberg, R. P., Gullotta, T. P., & Domitrovich, C. E. (2015). Handbook of social and emotional learning: Research and practice (Eds.). Guilford Press
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Elias, H., Ping, W. S., & Abdullah, M. C., (2011). Stress and academic achievement among undergraduate students in University Putra Malaysia. Procedia social and behavioral sciences. Elsevier Ltd. https://doi.org/10.1016/j.sbspro.2011,11.288.
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Giang, T. V., Nguyen, Q. K., Nguyen, H. H., & Nguyen, M. K. (2023). Online social-emotional competence of high school students. HCMUE Journal of Science, 20(12), 2209-2230. https://doi.org/10.54607/hcmue.js.20.12.4036(2023)
Gloria, A. M., & Ho, T. A. (2003). Environmental, social, and psychological experiences of Asian American undergraduates: Examining issues of academic persistence. Journal of Counseling & Development, 81(1), 93–105. https://doi.org/10.1002/j.1556-6678.2003.tb00230.x
Ho, V. D., & Le, N. T. (2024). The current status of social-emotional abilities in some middle schools in District 7, Ho Chi Minh City [Thực trạng năng lực cảm xúc - xã hội của học sinh ở một số trường trung học cơ sở Quận 7, Thành phố Hồ Chí Minh]. Vietnam journal of education, 24(10), 267–272. Retrieved from https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/2622
Henter, R. (2014). Affective factors in learning a foreign language. Procedia-Social and Behavioral Sciences,127, 373-378.
Huynh, V. S. (2019). Embedding Social Emotional Learning Core Content into Life-Skills Instruction for Vietnamese Primary Students. Int J Edu Sci, 24(1-3). DOI: 10.31901/24566322.2019/24.1-3.1067
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Kieu, T. T. T. (2022). An experimental research on promoting social-emotional competence for students in Ho Chi Minh City University of Education. Ho Chi Minh City University of Education Journal of Science, 19(10), 1692-1699. https://doi.org/10.54607/hcmue.js.19.10.3604(2022)
Le, D. M., Dao, T. O., Nguyen, T. H. P., & Nguyen, T. T. A. (2022). Identifying Social-Emotional Skills Among Elementary School Students in Vietnam: A Cross-Sectional Study. International Journal of Education and Practice, 10(3), 277-286. https://doi.org/10.18488/61.v10i3.3140
Le, T. L. (2020). English Language Teaching Integrated with Social Emotional Learning (SEL) in Response to Stress Exposure at Higher Education. HNUE Journal of Science, Social Sciences, 65(11), 93-109. https://doi.org/10.18173/2354-1067.2020-0075
Melani, B. Z., Roberts, S., & Taylor, J. (2020). Social Emotional Learning Practices in Learning English as a Second Language. Journal of English Learner Education. (10)1. Retrieved from https://stars.library.ucf.edu/jele/vol10/iss1/3
OECD (2024), Nurturing Social and Emotional Learning Across the Globe: Findings from the OECD Survey on Social and Emotional Skills 2023, OECD Publishing, Paris, https://doi.org/10.1787/32b647d0-en.
Reinert, P. M. (2019). Social-emotional learning: a model for higher education. Journal of research in innovative teaching & learning. ISSN: 2397-7604. Emerald Publishing Limited.
Tran, T. T. A., Dinh, T. H. V., Nguyen, P. C. T., & Dau, M. L. (2019). Current status of the social-emotional competence of adolescents [Thực trạng năng lực cảm xúc - xã hội ở lứa tuổi vị thành niên]. Vietnam Journal Of Educational Sciences, 21(09), 39-43. Retrieved from https://vjes.vnies.edu.vn/sites/default/files/bai_so_8_so_21_thang_9.2019.pdf
Zaimoğlu, S. (2018). Developing a scale for social-emotional foreign language learning in university contexts [Doctoral Dissertation]. Çağ University.
Zins, J. E., & Elias, M. J. (2007). Social and emotional learning: Promoting the development of all students. Journal of Educational and Psychological Consultation, 17, 233–255. doi.org/10.1080/10474410701413152.
Chowkase, A. A. (2023). Social and emotional learning for the greater good: Expanding the circle of human concern. Social and Emotional Learning: Research, Practice, and Policy, 1,1-7. doi.org/10.1016/j.sel.2023.100003
Çelik, S., & Erbay Çetinkaya, Ş. (2022). Social-emotional learning competencies of Turkish learners of English: A psychometric evaluation. Educational Academic Research, 45, 71-82. DoI: 10.54614/AUJKKEF.2022.992998
Cipriano, C., Strambler, M. J., Naples, L., Ha, C., Kirk, M. A., Wood, M. E., … Durlak, J. (2023). Stage 2 Report: The State of the Evidence for Social and Emotional Learning: A Contemporary Meta-Analysis of Universal School-Based SEL Interventions. https://doi.org/10.31219/osf.io/mk35u
Collaborative for Academic, Social, and Emotional Learning (CASEL) (2020). Advancing Social and Emotional Learning. Chicago: Author.
Conley, C. S. (2015). SEL in Higher Education. Handbook of Social and Emotional Learning: Research and Practice, 197-212. Retrieved from Loyola eCommons, Psychology: Faculty Publications and Other Works.
Durlak, J. A., Weissberg, R. P., Gullotta, T. P., & Domitrovich, C. E. (2015). Handbook of social and emotional learning: Research and practice (Eds.). Guilford Press
Durlak, J. A., Weissberg, R. P., Gullotta, T. P., & Domitrovich, C. E. (2024). Handbook of social and emotional learning: Research and practice (second Ed.). Guilford Press.
Elias, H., Ping, W. S., & Abdullah, M. C., (2011). Stress and academic achievement among undergraduate students in University Putra Malaysia. Procedia social and behavioral sciences. Elsevier Ltd. https://doi.org/10.1016/j.sbspro.2011,11.288.
Elmi, C. (2020). Integrating Social Emotional Learning Strategies in Higher Education. European Journal of Investigation in Health, Psychology and Education, 10(3), 848-858. https://doi.org/10.3390/ejihpe10030061
Frey, N., Fisher, D., & Smith, D. (2019). All Learning Is Social and Emotional: Helping Students Develop Essential Skills for the Classroom and Beyond. Alexandria, VA: ASCD.
Giang, T. V., Huynh , V. S., Tran , C. V. L., & Le , T. M. C. (2023). Vietnamese high school students’ social-emotional abilities [Thực trạng năng lực cảm xúc - xã hội của học sinh trung học phổ thông Việt Nam]. Vietnam journal of education, 23(20), 42–48. Retrieved from https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/1078
Giang, T. V., Nguyen, Q. K., Nguyen, H. H., & Nguyen, M. K. (2023). Online social-emotional competence of high school students. HCMUE Journal of Science, 20(12), 2209-2230. https://doi.org/10.54607/hcmue.js.20.12.4036(2023)
Gloria, A. M., & Ho, T. A. (2003). Environmental, social, and psychological experiences of Asian American undergraduates: Examining issues of academic persistence. Journal of Counseling & Development, 81(1), 93–105. https://doi.org/10.1002/j.1556-6678.2003.tb00230.x
Ho, V. D., & Le, N. T. (2024). The current status of social-emotional abilities in some middle schools in District 7, Ho Chi Minh City [Thực trạng năng lực cảm xúc - xã hội của học sinh ở một số trường trung học cơ sở Quận 7, Thành phố Hồ Chí Minh]. Vietnam journal of education, 24(10), 267–272. Retrieved from https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/2622
Henter, R. (2014). Affective factors in learning a foreign language. Procedia-Social and Behavioral Sciences,127, 373-378.
Huynh, V. S. (2019). Embedding Social Emotional Learning Core Content into Life-Skills Instruction for Vietnamese Primary Students. Int J Edu Sci, 24(1-3). DOI: 10.31901/24566322.2019/24.1-3.1067
Huynh, S., Giang, T. V., Do, T. T., Nguyen, C. H., & Nguyen, T. M. H. (2022). Vietnamese pre-service teachers’ perceptions of applying social emotional learning on teaching [Nhận thức về năng lực vận dụng mô hình giáo dục cảm xúc -xã hội (SEL) vào dạy học của sinh viên sư phạm Việt Nam]. Vietnam journal of education, 22(15), 42-48. https://doi.org/10.15625/2615-8957/12210702.
Kieu, T. T. T. (2022). An experimental research on promoting social-emotional competence for students in Ho Chi Minh City University of Education. Ho Chi Minh City University of Education Journal of Science, 19(10), 1692-1699. https://doi.org/10.54607/hcmue.js.19.10.3604(2022)
Le, D. M., Dao, T. O., Nguyen, T. H. P., & Nguyen, T. T. A. (2022). Identifying Social-Emotional Skills Among Elementary School Students in Vietnam: A Cross-Sectional Study. International Journal of Education and Practice, 10(3), 277-286. https://doi.org/10.18488/61.v10i3.3140
Le, T. L. (2020). English Language Teaching Integrated with Social Emotional Learning (SEL) in Response to Stress Exposure at Higher Education. HNUE Journal of Science, Social Sciences, 65(11), 93-109. https://doi.org/10.18173/2354-1067.2020-0075
Melani, B. Z., Roberts, S., & Taylor, J. (2020). Social Emotional Learning Practices in Learning English as a Second Language. Journal of English Learner Education. (10)1. Retrieved from https://stars.library.ucf.edu/jele/vol10/iss1/3
OECD (2024), Nurturing Social and Emotional Learning Across the Globe: Findings from the OECD Survey on Social and Emotional Skills 2023, OECD Publishing, Paris, https://doi.org/10.1787/32b647d0-en.
Reinert, P. M. (2019). Social-emotional learning: a model for higher education. Journal of research in innovative teaching & learning. ISSN: 2397-7604. Emerald Publishing Limited.
Tran, T. T. A., Dinh, T. H. V., Nguyen, P. C. T., & Dau, M. L. (2019). Current status of the social-emotional competence of adolescents [Thực trạng năng lực cảm xúc - xã hội ở lứa tuổi vị thành niên]. Vietnam Journal Of Educational Sciences, 21(09), 39-43. Retrieved from https://vjes.vnies.edu.vn/sites/default/files/bai_so_8_so_21_thang_9.2019.pdf
Zaimoğlu, S. (2018). Developing a scale for social-emotional foreign language learning in university contexts [Doctoral Dissertation]. Çağ University.
Zins, J. E., & Elias, M. J. (2007). Social and emotional learning: Promoting the development of all students. Journal of Educational and Psychological Consultation, 17, 233–255. doi.org/10.1080/10474410701413152.
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