Emotional Intelligence and Attitudes Towards Foreign Language Learning: Pursuit of Relevance and Implications

Abstract

Research into second language acquisition (SLA) has confirmed the inadequacy of Intelligent Quotient (IQ) in accounting for success in second or foreign language learning (L2). Many studies conducted on the role of intelligence in successful learning, especially in English as a foreign language (EFL) classroom settings in different contexts, have shown that there are other areas of intelligence that contribute to quality learning. Thus, the present study investigated the possible relationship between perceptions of Emotional Intelligence (EI) and attitudes towards foreign language learning among university students majoring in English as a foreign language in a Turkish context. A total of 159 EFL learners participated in the study. The Emotional Intelligence Scale (SEIS) and the Attitudes towards Foreign Language Learning (A-FLL) Scale were used to collect data. The findings revealed high levels of overall EI (95%). There was a statistically positive correlation between components of EI and A-FLL. Perception of emotion was found to be the strongest predictor of cognitive and behavioral/personality, and utilizing emotions the strongest predictor of affective/evaluative components of attitudes toward foreign language learning. The magnitude of mean differences between male and female participants reached a significant difference between male and female students only in teacher influence and exhibition subcomponents of A-FLL, with females scoring higher than males. It is concluded that an awareness of the importance of students' emotional intelligence and its role in shaping their attitudes towards learning an L2 will yield more insightful implications regarding quality language learning and better educational outcomes.

The impact of college students' motivational orientations and the social dimension of emotional intelligence in their willingness to study abroad

“…Willingness to communicate had a positive correlation with EI and a negative correlation with L2 anxiety, based on the data from their 88 students. Oz, Demirezen, & Pourfeiz (2015) found that their 159 Turkish university students majoring in EFL displayed high levels of overall EI and a satisfactory level of attitudes towards L2 learning. The perception of emotion subdomain was the strongest predictor of cognitive and behavioral/personality while the utilization subdomain was the strongest predictor of affective/evaluative components of attitudes towards L2 learning.…”

The Relationship between Emotional Intelligence and Emotional Maturity among Students of Kurdistan University of Medical Sciences

“…In the study of Engelberg, emotional intelligence has been proposed as a general ability for emotional and social compromise. Emotional compromise can include good mental health, satisfaction with personal life and coordination between feelings, activities and thoughts 28 . Gellman believes that emotional intelligence is another aspect of intelligence that plays an important role in achieving people's ability to succeed in different aspects of life, more than cognitive intelligence.…”

Teaching with Heart and Soul

“…Similarly, in a study with 510 Chinese EFL students, Shao, Yu and Ji (2013) found a significant negative correlation (r = -0.681, p< 0.01) between students' EI and foreign language anxiety. Oz, Demirezen, and Pourfeiz (2015) looked at the relationship between perceptions of EI and attitudes towards foreign language learning among 159 Turkish university EFL learners. Their findings showed that EI and attitudes towards foreign language learning were positively correlated, and that self-awareness and self-regulation of emotions were the strongest predictors of overall EI.…”