socio-emotional-learning
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- PaperReCALL17 Jul 2026
The effect of high-immersion virtual reality environments on L2 learners’ socio-emotional variables: A meta-analysis
Yulia Khoruzhaya, Kara Moranski, Alexandra Neuenschwander, Nicole Ziegler
A meta-analysis of 18 studies found that high-immersion virtual reality (HiVR) significantly improves L2 learners' socio-emotional variables, including sense of presence, self-efficacy, motivation, and engagement, while reducing anxiety, compared to low-immersion instruction. The overall effect size was g = 0.50, with learner proficiency and target language moderating the effect.
Original abstract
The effect of high-immersion virtual reality (HiVR) on second language (L2) learners’ socio-emotional responses has gained increasing attention in recent years, though findings remain mixed. This study meta-analyzed 18 primary studies (31 effect sizes, n = 996) published between 2019 and 2024 to examine (a) the overall effect of HiVR on L2 learners’ socio-emotional variables as compared with low-immersion (2D) language instruction and (b) the extent to which this effect varies as a function of three groups of moderators, including specific socio-emotional variables as well as learner- and treatment-related characteristics. Regarding educational level, the included studies evaluated secondary and postsecondary L2 learners. Using a random-effects model, the resulting aggregate effect size across studies was g = 0.50. Subsequent moderator analyses showed that HiVR significantly increased L2 learners’ sense of presence, self-efficacy, motivation, and engagement, while reducing anxiety as compared to less immersive experiences. Additionally, variability in the effect of HiVR was explained by learners’ proficiency level and target language. No significant moderating effect was identified for educational level, HiVR content, HiVR learning activities, and head-mounted display type. These findings underscore HiVR’s potential as a powerful tool for improving socio-emotional outcomes in L2 learning.
- PaperLanguage Learning & Technology1 Jan 2026
Sentiment analysis in virtual exchange: Comparing lingua franca and L1-L2 synchronous interactions
Margarita Vinagre, Marta Giralt, Ciara Wigham
The study applied sentiment analysis to oral interactions in synchronous virtual exchanges, comparing groups using English as a lingua franca and those using both L1 and L2. It found that the L1-L2 group showed higher positive emotion and social cognitive processes despite lower L2 proficiency, suggesting bilingual interaction enhances socio-emotional outcomes.
Original abstract
This study aims to contribute to the growing body of literature examining the socio-emotional and cognitive trajectories of participants in Virtual Exchange (VE). While sentiment analysis has been applied to asynchronous VE interactions and post-exchange written data, its use in analyzing oral interactions within synchronous VE settings remains limited. This research analyzes data from a VE in which Spanish, French, and Irish undergraduates collaborated via videoconferencing. Student dyads interacted using either English as a lingua franca (Spain-France) or bilingually in English and Spanish (Spain-Ireland), and the study examines differences in socio-emotional responses between the two groups. Using LIWC (Linguistic Enquiry Word Count) and supported by content-based qualitative analysis, findings revealed significant increases in word count, positive emotion, affect, and social processes, alongside reductions in negative emotion and anxiety between initial and final interactions. Notably, Group 2 (the L1-L2 group), despite having students with lower proficiency levels in the target language, showed higher results in positive emotion, social, and cognitive processes. This occurred even though they produced fewer words in the L2, highlighting the potential of employing both the L1 and L2 to enhance socio-emotional outcomes in VE.
- PaperERIC — ELT & TESOL1 Jan 2025
Teacher Perceptions of Mental Health and Socio-Emotional Learning Challenges of English Language Learners
Nilufer Guler, Dincer Guler, Kyle Bush
Teachers perceive significant socio-emotional learning and mental health challenges among K-12 English language learners, and many feel ill-equipped to address these needs. In a study involving surveys and interviews with 120 and 20 teachers respectively, participants described limitations and proposed solutions such as teacher training on ELL education and SEL, inclusion of ELL backgrounds in curricula, and greater collaboration with school counselors.
Original abstract
A fast-growing percentage of students in K-12 classrooms are English language learner (ELL) students, and a large number of these students are experiencing a vast array of academic and non-academic challenges at school. Many ELL challenges involve inadequate socio-emotional learning (SEL) skill development, as well as mental health obstacles, and many schools are not equipped with the resources needed to address and resolve these challenges for ELLs. In this study, we focus on teacher observations of the SEL and mental health challenges that K-12 students face. In the initial survey, 120 teachers participated regarding ELLs and these challenges. Following the initial survey, 20 teachers participated in interviews to discuss the challenges they have experienced with ELLs in their courses. The teachers we interviewed described their own perceived limitations in adequately addressing the needs of ELLs; they also provided their observations and potential solutions. It is essential that ELLs receive the necessary support to facilitate their SEL development and improve their mental health and well-being. We recommend supporting the improvement of SEL skills and the mental health of ELLs, including: teacher training on ELL education and SEL; inclusion of the backgrounds and cultures of ELLs in the context of courses and school activities; and more emphasis on school counselors working with teachers on improving the SEL and mental health of ELLs.