ADAPTING SEL TECHNIQUES TO EFL LEARNER PROFILES IN CRISIS-AFFECTED EDUCATIONAL SETTINGS
ADAPTING SEL TECHNIQUES TO EFL LEARNER PROFILES IN CRISIS-AFFECTED EDUCATIONAL SETTINGS

Summary/Abstract: This article explores how social-emotional learning (SEL) techniques can be adapted to EFL students’ individual abilities and preferences in crisis-affected educational settings. The study is situated in the context of Ukrainian higher education, where English language learning continues under conditions of prolonged disruption, uncertainty, and emotional strain caused by the ongoing war. The article combines descriptive questionnaire data with qualitative pedagogical interpretation. The Language Learning Type Questionnaire, adapted from Lawson (1998), was administered via Google Forms to 48 undergraduate students majoring in English at three Ukrainian higher education institutions. The questionnaire made it possible to identify four dominant learner profiles: Worker, Player, Thinker, and Feeler. The results showed an uneven distribution of learner types, with the Feeler profile being the most frequent, followed by the Worker, while the Player and Thinker profiles were less represented. On this basis, the article proposes a flexible framework for aligning SEL-sensitive classroom techniques with dominant learner profiles. Structured and reflective techniques are associated with the Worker, dynamic and collaborative techniques with the Player, analytical and metacognitive techniques with the Thinker, and emotionally expressive as well as relationship-oriented techniques with the Feeler. The study does not claim to measure the effectiveness of the proposed techniques experimentally. Rather, it offers a practice-oriented model for differentiated and emotionally responsive EFL instruction in crisis-sensitive contexts.

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