Social-Emotional Learning: Key To Improving Apathetic Efl Students’ Social-Emotional Skills And Academic Writing Performance

The swift-growing apathy among students impaired their emotions. Furthermore, the complexities of English AW standards discouraged them from writing. Consequently, they had no interest, enthusiasm, or concern about others and AW’s activity. Very few studies, conversely, have documented how SEL improves apathetic TVET students’ SE skills and AW performance in ELT settings. Therefore, this qualitative research, utilising observation, structured interviews, and NTA as techniques for collecting and analysing the data, aimed to diagnose SEL’s effects on the six apathetic PNP ED students’ SE skills and AW performance. Findings indicated that “incorporating” SEL in the Writing 2 course shaped the students’ affirmative attitudes and behaviours. They acquired SEL skills of self-awareness, self-management, social awareness, relationship skills, and accountable decision-making in productive ways. Moreover, it improved the students’ AW performance in writing processes, linguistic competence, and descriptive and critical writing skills. This study benefits FL teachers, researchers, and ELT policymakers by strengthening students’ interest, enthusiasm, or concern in Indonesia.