IMPLICIT SOCIAL-EMOTIONAL LEARNING (SEL)INTEGRATION IN IELTS PREPARATION

Abstract

This paper explores the pedagogical potential of integrating SocialEmotional Learning (SEL) competencies—specifically self-management, social awareness, and relationship skills—into the International English Language Testing System (IELTS) framework. While IELTS is primarily a linguistic assessment, its Reading and Listening materials contain rich thematic content that mirrors real-world socio-emotional dilemmas. This study proposes a “Dual-Track” methodology where teachers utilize authentic IELTS texts to simultaneously build language proficiency and emotional intelligence. Findings suggest that implicit SEL instruction reduces “test-day paralysis” and enhances deep cognitive processing of academic texts.