Examining the Relationship between Socio-Emotional Competence and Speaking Skills in EFL Learners
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Abstract
Purpose – Although students’ speaking skills have been has been widely discussed from cognitive and instructional perspectives, empirical evidence on its relationship with socio-emotional competence in EFL junior high school contexts remains limited. This study aims to examine the relationship between students’ socio-emotional competence and their speaking skills in an EFL classroom.
Methods – This study employed a quantitative correlational design involving 30 seventh-grade EFL students at rural private junior high school. Data were collected using a socio-emotional competence questionnaire and a speaking skill test and were analyzed using Pearson Product–Moment correlation.
Findings – The analysis revealed a moderate and statistically significant positive relationship between socio-emotional competence and speaking skill (r = 0.452, p < .05). It signifies that socio-emotional competence functions as a meaningful psychosocial resource that supports speaking performance rather than as a direct determinant. The statistically significant association reinforces the view that speaking skill is not merely a cognitive-linguistic outcome but is co-constructed through emotional regulation, social interaction skills, and self-awareness. However, the results do not imply a causal relationship between the variables.
Research Implications – The findings suggest that socio-emotional competence is meaningfully associated with students’ speaking skill and therefore deserves attention in the design of speaking instruction. Teachers may integrate collaborative tasks, confidence-building activities, and emotional awareness strategies to support students’ oral participation. However, this study with a small sample size and the focus on a single junior high school context limit the generalizability of the finding. Future studies with larger samples and experimental designs are recommended to explore potential causal mechanisms across different educational settings.
Keywords
- efl learner
- correlational study
- socio-emotional competence
- speaking skills
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