MEDIATION STRATEGIES IN THE ENGLISH LANGUAGE CLASSROOM TO BUILD STUDENTS’ SOCIO-EMOTIONAL COMPETENCES

Abstract

In recent global practice, innovations in language teaching / learning go hand in hand not only with the use of Artificial Intelligence (AI), but also with the development of Emotional Intelligence (EI), with an emphasis on the integration of Social Emotional Learning (SEL) into the language teaching/learning process, and a shift from a four-skill model of language skills (listening, reading, speaking, and writing) to a four-communication mode model (reception, production, interaction, and mediation) (Council of Europe, 2020). SEL encompasses five broad and interconnected domains of competences: self-knowledge, self-management, social awareness, relationship skills and responsible decision-making, which can be learned in a variety of subject areas, with students of different ages and in different cultural contexts (Durlak et al., 2024). Various methodologies can be used for developing SEL competences, for example the innovative and increasingly popular teaching method – mediation, which the CEFR defines as the ability to help people understand each other, a complex text, an idea, or a cultural aspect when they cannot communicate or understand for various reasons. In order to investigate how mediation strategies in the English language classes can facilitate socially and emotionally enhanced language learning, the present research focuses primarily on the concept of SEL and the analysis of previous research on the enhancement of SEL competences in the educational settings, presenting a large-scale study of emotional intelligence among the Lithuanian youth. The introductory part also introduces the concept of mediation, the main mediation activities and strategies, and their potential application in language teaching / learning. In order to analyse the attitudes of students (N = 58) of Vytautas Magnus University Institute of Foreign Languages (VMU UKI) towards the use of mediation as a new method in the English language classroom and to improve their mediation and SEL competences, a study was conducted. The sample consisted of 58 students, 20 of whom were studying General English at B1 level and 38 of whom were studying Academic English at C1/C2 level according to CEFR. This study also presents a self-assessment analysis of the English language learners to assess their improvement in mediation and SEL competences. A quantitative research methodology and short semi-structured interviews were conducted to explore the needs, experiences and improved competences of the research participants. The results showed a positive correlation between the use of mediation strategies in the English language classes and the learners' improved mediation and SEL competences. Based on the insights gained from the study, the paper provides practical recommendations for the use of mediation strategies in the English language classes and the development of learners' socio-emotional competences.