(Social–Emotional Conditions of Learning)

Comment

Social and emotional conditions deeply shape how young EFL learners in Taiwan participate and succeed. In my classroom, I’ve seen that students learn English best when they feel safe, supported, and encouraged. When they feel anxious or embarrassed, especially about speaking English, their learning shuts down. This shows that emotions are not separate from learning—they drive it.

Update: (My Socio-Behavioral Focus: Language Anxiety in Young EFL Learners) One socio-behavioral issue that matters greatly in my context is foreign language anxiety among young Taiwanese learners. Research on EFL education consistently shows that anxiety lowers working memory, reduces participation, and prevents language production. Young learners often fear making mistakes, being laughed at, or disappointing adults.

Key concepts that help interpret this include:

Affective Filter (Krashen): Anxiety raises the filter and blocks input.

Self-efficacy: Children who believe they can use English participate more freely.

Belonging and emotional safety: Warm teacher–student relationships reduce fear.

Evidence suggests that reducing anxiety—through play-based activities, positive reinforcement, predictable routines, and gentle correction—directly improves language acquisition. My experience aligns with this: when students feel comfortable and connected, their English grows naturally and with confidence.

References:

Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Horwitz, E. K. et al. (1986). Foreign language classroom anxiety. The Modern Language Journal. Bandura, A. (1997). Self-Efficacy: The Exercise of Control.