INTEGRATING REFLECTIVE SPEAKING TASKS INTO SEL-BASED ENGLISH LANGUAGE INSTRUCTION: A CONCEPTUAL FRAMEWORK

Abstract

Reflection can help language learners recognise the relationship between their emotional experiences, communication strategies and speaking performance. This conceptual paper examines how reflective speaking tasks can be incorporated into social and emotional learning (SEL)- based instruction for undergraduate students majoring in Foreign Language and Literature: English. Drawing on the CASEL framework, models of experiential learning and self-regulated learning, and research on foreign language anxiety and willingness to communicate, the paper proposes a four- phase cycle of goal setting, communicative performance, evidence-based reflection and transfer through task repetition. The resulting framework links self-awareness and self-management to specific speaking behaviours, including initiating interaction, requesting clarification and maintaining communication after errors. It also distinguishes the assessment of language performance from learners’ reports of emotional experience. The proposed approach offers a practical direction for refining English speaking methodology, while its effects on proficiency and participation require empirical investigation.