The Interplay Between Emotional Intelligence, Oral Communication Skills and Second Language Speaking Anxiety: A Structural Equation Modeling Approach

Abstract

The study aimed at identifying the association between Goleman's emotional intelligence and second language speaking anxiety by employing oral communication skills as the mediating variable. A correlational research design was used. A total of 209 first and second-year Malaysian undergraduate ESL students were selected from one public university in Malaysia. The study employed the proportionate stratified random sampling. In order to collect data, three questionnaires including 'Emotional Competence Inventory (ECI)', 'Foreign Language Classroom Anxiety Scale (FLCAS)', and 'Oral Communication Skills Scale' were used. Testing the hypotheses required correlational analysis done via Smart PLS 3.0. Results provided support for the proposed conceptual framework, disclosing that emotional intelligence was significantly associated with oral communication skills. Also, oral communication skills were significantly associated with second language speaking anxiety. Lastly, oral communication skills mediated the association between emotional intelligence and second language speaking anxiety. The current study offered ESL students, educator and policymakers several theoretical and practical implications.

Soft Skills Program In The Communicative Competencies Of Students Of A Ceba De Piura 2023

“…On the other hand, for the inferential analysis, the Student's t-test was assigned to the hypothesis corresponding to the aforementioned dimension, resulting in a significance with a value of 0.000 ˂ 0.05, thus proceeding to challenge the null hypothesis and admit the alternative, demonstrating the significant effects of the soft skills program on the competence described. Thus, the importance of the interaction of the reader, text and sociocultural contexts about reading is highlighted, leading to a better understanding of the interpretation and position of the student on the topic (Alghorbany & Hamzah, 2020). From the curricular point of view, oral skills consider among their competencies the obtaining of information from the written text, the use of inferences and interpretation of the information in the text, as well as the use of reflection and evaluation of the form, content and context of the text (Ministry of Education [MINEDU], 2016).…”

Public Speaking Anxiety Among Jordanian Efl Learners of English

“…According to several sources (Alghorbany & Hamzah, 2020;Qurnia & Marlina, 2020), one of the most important elements that contribute to language anxiety is attitude. As asserted by Richards and Schmidt (2002), EFL learners may have different attitudes towards other languages besides their mother tongue.…”

Öğrencilerin Duygusal Zekâlarının Konuşma Kaygılarıyla İlişkisi

“…DZ'nin, kaygının aracı değişkeni olarak test edildiği araştırmalara da rastlanılmıştır (Foster vd., 2018;Killgore vd., 2016;Wang vd., 2020). DZ topluluk önünde konuşma etkililiği (Rode vd., 2007), sözlü iletişim becerileri (Alghorbany ve Hamzah, 2020) ve iletişim becerileri (Avcı, 2016) arasındaki ilişkiyi ele alan konuşma becerisi ile yakın ilişki içerisinde olan araştırmalara rastlanmıştır. Bununla birlikte DZ'nin konuşma kaygısıyla ilişkisini ele alan herhangi bir çalışmaya rastlanılmamış olması bu araştırmayı önemli kılmaktadır.…”