Presentation Schedule
Integrating Social and Emotional Learning into First-Year University Courses: An Action Research Study on “Chinese Reading and Thinking” (103722)
Session Chair: Hiroko Hara
Saturday, 7 February 2026 15:35
Session: Session 4
Room: Opal 105 (Level 1)
Presentation Type: Oral Presentation
This study aims to explore the significance and implications of integrating social and emotional learning (SEL) into a “Chinese Reading and Thinking” course, focusing on the learning experiences of first-year students at a national university in Taiwan. It examines the effectiveness of applying SEL concepts and strategies in college-level Chinese language arts instruction. The researcher focused on cultivating core SEL competencies, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Various reading, discussion, and hands-on activities were integrated into the course to support this development. Data were collected and analyzed from classroom observations, interviews, questionnaires, students’ learning materials and reflections, as well as the instructor’s reflective notes over a one-year action research period.
The findings indicate that, guided by the principles of continuity, reflection, and integration, the course design fostered students’ self-development and social-emotional abilities. In terms of continuity, sequential readings and hands-on tasks enabled students to gradually deepen their critical thinking skills and internalize core SEL concepts within a sustained context of textual exploration. Regarding reflection, activities such as learning journals, peer dialogues, and self-narratives effectively enhanced students’ self-awareness, emotional regulation, and growth mindset. With respect to integration, incorporating multiple texts and cross-contextual dialogues encouraged diverse perspectives, broadened thinking, and supported real-life application. Overall, this study demonstrates that integrating SEL concepts into the planning and implementation of a first-year “Chinese Reading and Thinking” course supports the simultaneous development of students’ proficiency in Chinese language arts as well as their social and emotional competencies.
Authors:
Fu-Lun Lee, National Taiwan Normal University, Taiwan
About the Presenter(s)
Dr. Fu-Lun Lee is currently an assistant professor of Chinese Department, National Taiwan Normal University.
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