Exploring the Beliefs and Perspectives of EFL Teachers on the Integration of Emotional Well-being in Middle Schools Curriculum and Classroom: A Case Study in Algeria

Abstract

This research explores the beliefs and perspectives of teachers of English as a Foreign language (EFL) concerning the integration of student emotional well-being into the curriculum and classroom at middle schools in Algeria. With the recognition of the vital role emotional well-being plays in students' overall development and academic success, it becomes imperative to understand the attitudes and beliefs of educators towards this emerging educational approach.

The study investigates how EFL teachers perceive emotional well-being’s role in the EFL learning process, and the strategies they employ, if any, to foster emotional well-being in their classrooms. Furthermore, it seeks to identify challenges and barriers teachers face in implementing emotional well-being education and proposes solutions to overcome these obstacles.  This study employed a quantitative approach, utilizing an online survey administered to a sample of EFL teachers in Algerian middle schools. The survey was designed to investigate teachers’ perceptions, beliefs and experiences concerning emotional well-being practices in language teaching and learning. The initial analysis of survey responses reveals that a significant portion of EFL teachers in Algerian middle schools recognize the importance of emotional well-being in language learning with approximately 75% expressing a positive attitude towards its integration.  The study not only contributes to a deeper understanding of the significance of emotional Well-being in EFL education but also highlights its potential implications, including improved learning outcomes and student well-being. Moreover, the findings may have relevance beyond Algeria, offering insights into EFL education in diverse contexts.