Interpreting emotional well-being and EFL students' academic performance

Abstract

This research analyzes the relationship between emotional well-being and academic performance in first-semester EFL students at the Peninsula de Santa Elena State University (UPSE). The study sought to understand how academic stress influences students’ emotions, motivation, and overall performance. A qualitative phenomenological approach was employed, utilizing semi-structured interviews with five first-semester students to explore their lived experiences. Findings indicate that emotional well-being significantly impacts academic engagement and achievement. Students specifically reported that high academic workloads, oral presentations, and examinations intensified stress and anxiety, consequently reducing their concentration and participation. Conversely, emotional support from faculty and peers was found to enhance motivation and improve performance. The study concludes that fostering emotional well-being through stress management strategies, Social-Emotional Learning (SEL), and institutional support can enhance both the academic success and the personal development of EFL students.