INTEGRATING SEL, EI, AND AFFECTIVE FILTER THEORY: A CONCEPTUAL MODEL FOR EMOTIONALLY SUPPORTIVE CLASSROOMS

Abstract

Emotional intelligence (EI) and emotional well-being are critical yet often overlooked
components in second language acquisition. This paper explores how integrating EI into
English Language Teaching (ELT), supported by digital tools and the Social and
The Emotional Learning (SEL) framework can enhance language learning outcomes. Drawing
on Daniel Goleman’s theory of EI, Krashen’s Affective Filter Hypothesis, and the CASEL
SEL framework, the study examines the impact of emotional factors such as anxiety,
cultural stress, and language shame on learners’ engagement and progress. Special
attention is given to adolescent and adult learners who frequently experience motivational
burnout and linguistic self-consciousness. The paper proposes practical, technology-enhanced strategies, including digital storytelling, mindfulness applications, and peer
collaboration platforms to support learners’ emotional and linguistic development. Rather
than focusing solely on cognitive or performance metrics, this work advocates for
emotionally sustainable ELT practices that nurture well-being alongside language
proficiency. In doing so, it responds to the growing need for holistic, human-centred
approaches in increasingly digital and multicultural learning environments.
Keywords: Emotional intelligence, Mental Well-being, ELT, SEL, sustainable Learning,
affective filter hypothesis.