Abstract:
The research follows a quasi-experimental-one-group-pretest-posttest design, using both qualitative and quantitative data collection tools (teachers’ interviews, students’ questionnaires, archival data, observation, and experimental tests) and analysis methods (thematic content analysis, typological analysis, descriptive diagnostics analytics, and statistical analysis). The research participants are 30 third-year students at the University of Zian Achor who are tested before and after a 14-weeks intervention. The findings indicate a significant difference between students' pre and post-test scores and a positive effect on various areas of learning literature, including cultural awareness, comprehension, interaction, cooperation, and tolerance. However, they signal a less apparent effect on language skills and emphasize the challenge of incorporating social-emotional learning in the classroom. The research calls for further investigations on the subject particularly on the links between cognition, literature, and emotions
