VietTESOL International Convention 2026

Foreign language anxiety (FLA) remains a psychological barrier for non-English majored undergraduate students, often hindering their speaking performance, language acquisition, and overall academic engagement. Grounded in Krashen’s Affective Filter Hypothesis and the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework, this study investigates the relationship between social-emotional competencies (SEC)—specifically focusing on self-awareness and self-management—and foreign language anxiety among non-English majored students at Thu Dau Mot University (TDMU), Vietnam. A mixed-methods research design was employed, utilizing a sample of 250 undergraduate students. Quantitative data were collected through an adapted version of the Foreign Language Classroom Anxiety Scale (FLCAS) alongside an SEC self-assessment survey, while semi-structured interviews with students and EFL lecturers provided qualitative depth. Statistical analyses, including Pearson correlation and multiple regression, revealed a significant negative correlation between students’ social-emotional competencies and their levels of language anxiety. Specifically, higher levels of self-awareness and emotional self-management were strong predictors of lower classroom anxiety and increased oral participation. Qualitative findings further highlighted that a lack of emotional regulation strategies and a high fear of negative evaluation by peers exacerbated students' affective filters. The paper concludes with practical pedagogical recommendations for university lecturers, advocating for the intentional integration of SEL strategies—such as daily emotional check-ins, reflective learning journals, and low-stakes collaborative tasks—into the general English curriculum at TDMU to alleviate anxiety and cultivate a more supportive, emotionally secure language-learning ecosystem.