Emotional Intelligence as a Driving Force in the Study of Foreign Languages in Higher Education

Abstract

The study of foreign languages in the era of the third millennium is perhaps one of the most important, life-affirming competencies for the modern man. One of the effective ways to maintain motivation among university students to learn a foreign language, do their language tasks and attend practical language classes is to establish a special emotional connection with the student, i.e. to activate emotional intelligence in the process of L2 learning and the teacherstudent interaction. The main goal of this research is to study the relationship between the level of development of a teacher's emotional intelligence (L2 teacher at the university) and the success of mastering a foreign language by students of linguistic specialties in a higher educational institution. The variety of methods for diagnosing emotional intelligence were used in this work (EmIn questionnaire by D. Lyusin; N. Hall and empathy level estimate by V.V. Boyko). Methods of statistical data processing-factor, correlation and regression analyses-allowed measuring and establishing a teacher's ability to understand students' emotions, manage their emotional sphere in order to achieve the most effective teaching result in foreign language classes. 22 senior students from the Institute of Foreign languages at Moscow State Pedagogical University participated in the experiment. The study made it possible to establish a significant correlation between the parametric data on the teacher's emotional intelligence and the academic success of a student studying a foreign language. A system of recommendations was introduced on the level of development of L2 teachers' emotional intelligence with the aim of establishing a positive emotional connection with students and creating a favourable learning atmosphere in L2 classes as well as achieving effective learning outcomes.

Impact of Foreign Language Classroom Anxiety on Higher Education Students Academic Success: Mediating Role of Emotional Intelligence and Moderating Influence of Classroom Environment

“…In a previous study, metacognitive, affective, and social learning techniques were found to contribute positively to English language proficiency. Another study discovered a relatively high positive association between EI and writing ability ( Guslyakova and Guslyakova, 2020 ).…”

“…The findings of the study were consistent with the prior literature. A study discovered that there was a rather high positive link between EIC and writing ability ( Guslyakova and Guslyakova, 2020 ). The findings revealed that emotional intelligence and linguistic achievement are inextricably linked.…”

“…As a result, it is reasonable to conclude that regulating appropriate human emotions throughout the acquisition of a foreign language is an essential component of effective academic communication in students ( Oz et al, 2015 ). Therefore, being emotionally intelligent in a foreign language class is associated with increased academic productivity, positive emotions, and motivation to continue learning the second language ( Guslyakova and Guslyakova, 2020 ). Furthermore, individual differences influence the learning process, which is one of the reasons why foreign language learning is difficult.…”

University Education in Algeria during the Covid-19 Pandemic: Limitations and Challenges

“…The active role of the student is aided by the help of the teacher for the optimal development of the communication process. It is recognised that communication is related to the psycholinguistic side of the student, which contributes to high quality teaching and enhances results, applying emotional intelligence (Guslyakova & Guslyakova, 2020). It has been noted that the quantity of students in Algerian universities has risen lately; offering quality education remains equally significant.…”

“…Basically, it is all about achieving a high-quality level of teaching and this is attained through a great deal of effort from both sides: the teacher as the person responsible for transmitting the information and the student as the recipient of it. The teacher can provide socioemotional support (Guslyakova & Guslyakova, 2020), innovation of education, discipline, incorporation of technology, individual tutoring and small learning groups to facilitate processes in the learning of critical subjects which are fundamentally important (IESALC, 2020), and the student must co-operate -otherwise, the communication system undoubtedly fails and the overall process does not have the desired impact. Students must find a way to connect to the online classes, or at least receive the emails and act upon them accordingly.…”