社會情緒學習融入國中國語文課程的學習表現研究：不同學力學生之比較分析

IMPACT OF SOCIAL EMOTIONAL LEARNING ON LANGUAGE LEARNING OUTCOMES AND PERFORMANCE AMONG JUNIOR HIGH STUDENTS WITH VARYING LANGUAGE PROFICIENCY: FOCUSING ON LOW-ACHIEVING LEARNERS

研究目的
社會情緒學習（Social Emotional Learning，SEL）已逐漸成為國際教育的重要趨勢，研究證實SEL能有效提升學生的情緒調節、自我覺察與學習動機，特別是對低學力學生之學習成效具積極影響。臺灣自108課綱推行以來，強調素養導向課程應整合知識、技能與情緒素養，然而實務上對於低學力學生的具體教學策略及實徵研究尚顯不足。本研究目的為：（一）比較SEL融入國中中文課程後，對不同中文學力（高、中、低）學生中文學習成效之影響；（二）聚焦於低學力學生，深入分析其語言產出的語言表現與社會情緒語意特徵之變化。
研究設計／方法／取徑
研究採用混合研究法，研究對象為臺灣某市立國中七年級學生共55名，依前測中文能力成績分為低（18人）、中（19人）、高（18人）三組。實施為期八週的SEL融入中文課程，透過中文能力前後測及情緒詞彙與語言結構的語料分析，並使用配對樣本t檢定、描述性統計及質性分析進行資料探討。
研究發現或結論
研究結果發現：（一）SEL課程有效提升低學力學生的整體中文能力，特別在中文知識與篇章理解向度上有顯著進步；（二）低學力學生的成績分佈呈現收斂趨勢，顯示學習表現較前測更為集中，並在語料分析中觀察到其情緒調節與自我管理相關語彙有增加趨勢；（三）語料分析顯示，較長句的出現與篇章理解提升有並行現象；惟平均句長僅為輔助性觀察指標，未據以推論語法複雜度或因果關係。
研究原創性／價值
本研究的原創性與價值在於提供臺灣教育場域中SEL對低學力學生中文學習的實徵證據，透過量化與質性並行設計，凸顯中文教育與SEL整合之理論與實務基礎，有助於推廣差異化教學策略的可行性。
教育政策建議或實務意涵
研究建議中文教師針對低學力學生設計適量、符合興趣與能力的短篇或生活化任務，並搭配鷹架引導，以促進其語言內化；同時，教育政策應加強SEL教師專業培訓，營造支持性學習環境，以縮減學力落差，達成教育公平與學生全面發展的目標。

Purpose
With social emotional learning (SEL) increasingly becoming a significant trend in international education, research indicates that SEL effectively enhances emotional regulation, self-awareness, and learning motivation, particularly benefiting low-achieving students. Since the implementation of the 108 Curriculum Guidelines in Taiwan, competency-based curricula emphasizing the integration of knowledge, skills, and emotional literacy have been promoted. However, practical teaching strategies and empirical research targeting low-achieving students remain limited. This study aimed to: (1) compare the effects of integrating SEL into Chinese language curricula on language learning outcomes among junior high students with different language proficiency levels (high, medium, and low); and (2) specifically analyze changes in language performance and socioemotional linguistic features in the written outputs of low-achieving students.
Design/methodology/approach
Employing a mixed-methods design, the study involved 55 seventh-grade students from a municipal junior high school in Taiwan, grouped into low (n = 18), medium (n = 19), and high (n = 18) proficiency levels based on pre-test scores. An eight-week SEL-integrated language curriculum was implemented, with pre- and post-tests measuring language skills and analyses of emotional vocabulary and linguistic structures. Data were analyzed using paired sample t-tests, descriptive statistics, and qualitative analyses.
Findings/results
The findings indicated: (1) the SEL curriculum significantly improved overall language skills in low-achieving students, notably in language knowledge and text comprehension; (2) low-achieving students demonstrated a more concentrated score distribution in the post-test, and their reflections indicated increased use of emotion regulation and self-management strategies; and (3) linguistic analyses demonstrated a positive correlation between increased average sentence length and improved text comprehension among low-achieving students, with noticeable increases in emotional vocabulary related to self-awareness and social awareness.
Originality/value
The originality and value of this study lie in providing empirical evidence within Taiwan’s educational context on the positive impacts of SEL on low-achieving students’language learning. The combination of quantitative and qualitative methods highlights the theoretical and practical bases for integrating SEL into language education and promotes the feasibility of differentiated instructional strategies.
Implications for policy/practice
The study recommends that language educators design extensive writing tasks and emotional expression exercises for low-achieving students to enhance language internalization. Additionally, educational policy should strengthen professional SEL training for teachers and create supportive learning environments to reduce achievement gaps, thereby promoting educational equity and holistic student development.