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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 26, No. 0, pp.833-854
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jul 2026
Received 30 Mar 2026 Revised 07 May 2026 Accepted 17 Jun 2026
DOI: https://doi.org/10.15738/kjell.26..202607.833

Exploring SEL-Related Reflection through Picture Book Trans-Storytelling: A Pilot Mixed-Methods Study in EFL Higher Education

Kwang-Soon Lee
Research Professor, Centre for European Cultural Studies Mokpo National University Youngsanro 1666, Cheonggye-Myeon, Muan-Gun, Jeonnam, 58554, South Korea, Tel: +82-61-450-2120 leesue67@mnu.ac.kr


© 2026 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This study explores how Korean EFL undergraduates (n = 18) transformed the original narrative structure of a picture book through critical and creative thinking, engaging in a process of trans-storytelling. While reinterpreting the text from their own cultural and social perspectives, students demonstrated emotional engagement, with dark humor and emotional contrast in the picture book serving as a catalyst for deeper introspection and social-emotional reflection. A mixed-methods design was adopted, combining quantitative analysis (correlation analysis, heatmap visualization, and cluster analysis) with qualitative data from group discussions and post-task open-ended responses. These data revealed key SEL competencies—such as self-awareness, social awareness, and relationship skills—aligned with the CASEL framework. Through trans-storytelling, students exhibited reflective dialogue and emotional reappraisal, suggesting the potential of picture book-based activities to support SEL engagement beyond cognitive comprehension. This pedagogical approach may encourage student-centered content production and offer insights into differentiated instructional practices based on learners’ emotional expression patterns. Future research is recommended to expand the participant pool and examine these patterns across diverse educational contexts.

Keywords:

trans-storytelling, learning pleasure, picture book, social and emotional learning (SEL), reflection

Acknowledgments

This research was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea (NRF-2023S1A5B5A16082535).

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