Emotional Intelligence and Engagement in Language Learning: A Mixed-Methods Exploration of Their Impact on English Language Proficiency
DOI:
https://doi.org/10.17507/tpls.1409.34Keywords:
emotional intelligence, language learning engagement, EFL learning, English language proficiencyAbstract
This study investigated the relationship between emotional intelligence (EI) and engagement in English as a foreign language (EFL) learning among 362 Saudi adult learners. Data were collected using the Emotional Intelligence in Language Learning Questionnaire (EILLQ) and the Language Learning Engagement Questionnaire (LLEQ), which were specifically developed for this study, along with semi-structured interviews and learners’ reflective journals. The findings revealed that the learners exhibited moderate to high levels of EI across all its five components, with motivation receiving the highest mean score, followed by self-awareness and social skills. Self-regulation and empathy also showed moderate levels, suggesting a well-rounded emotional foundation among the learners. Similarly, the participants displayed moderate to high levels of engagement across behavioral, emotional, and cognitive dimensions, with mean scores that reflected a balanced engagement profile. Additionally, the study found a strong positive correlation between EI and engagement in EFL learning. Both EI and engagement significantly impacted English language proficiency, with engagement showing a slightly stronger influence. These findings highlight the critical role of EI in enhancing learner engagement and language proficiency, which suggests that educational strategies focused on developing EI could significantly improve EFL learning experiences and outcomes.
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