This study investigated the influence of trait emotional intelligence (EI) and self-efficacy (SE) on English as a Second Language (ESL) teachers’ effectiveness (TE). The study also explored the mediating role of teacher self-efficacy in augmenting the relationship between trait EI and teacher effectiveness. We adopted a quantitative survey design involving both public and private sector higher education institutions (HEIs) of Pakistan. The participants ( N = 243 ESL teachers) were selected via convenience sampling. Data were analyzed using Partial Least Squares-Structural Equation Modelling (PLS-SEM) via SmartPLS3 software. Analysis through standard bootstrapping procedure resulted in direct and indirect (mediation analysis) path coefficients. Trait EI predicted ESL teachers’ effectiveness and self-efficacy. However, teacher self-efficacy was found to be more important as it revealed a larger effect on teacher effectiveness than trait EI and also mediated the relationship between trait EI and teacher effectiveness. The findings support previous research that positions emotional intelligence at the core of teaching effectiveness and has highlighted the predominant role that self-efficacy can play in strengthening this relationship. This study is significant as it underscored the importance of trait EI and self-efficacy in facilitating teacher effectiveness at the tertiary level. Implications and directions for future research are discussed.

Universities in Pakistan offer Chinese language courses to prepare students for ample employment-related opportunities in Pak-China projects, Chinese university scholarships, learner exchanges and mobility programmes. This article provides an interpretive policy analysis, focused on comparing the interpretations of policymakers and foreign language students concerning the aims and implementation of a mandatory Chinese language learning policy introduced at a major public engineering university in Pakistan. The findings reveal that while most aims stated in the policy artefacts match the stakeholders’ interpretations of the policy aims, the students’ interpretations differed slightly regarding policy implementation, mainly concerning the medium of instruction and class size, affecting student motivation and levels of learning. The article discusses to what extent such a policy entails implementation challenges.

Index Terms-L2 reading attitudes, reading motivation, rural and urban, reading culture, self perception as a reader, utilitarian value of reading, personal involvement in reading, reading anxiety