Emotional Intelligence and Beliefs about English Language Learning: A Case Study with Pre-service Teachers

Authors

  • Jardel Coutinho dos Santos

    Educational Science Department, Universidad Técnica Estatal de Quevedo, Quevedo EC0901, Ecuador
  • Alina Martínez Hernández

    Educational Science Department, Universidad Técnica Estatal de Quevedo, Quevedo EC0901, Ecuador

DOI:

https://doi.org/10.30564/fls.v7i12.11270
Received: 26 July 2025 | Revised: 13 August 2025 | Accepted: 5 September 2025 | Published Online: 3 November 2025

Abstract

This case study examines the connection between emotional intelligence (EI) and pre-service teachers' beliefs about English language learning within an Ecuadorian context. 317 participants enrolled in an undergraduate English teacher training program completed two validated instruments: The Trait Emotional Intelligence Questionnaire—Short Form (TEIQue-SF) and the Beliefs About Language Learning Inventory (BALLI). Descriptive statistics, Pearson correlation, and linear regression analyses were performed to explore potential relationships. Results showed no statistically significant correlation between emotional intelligence and beliefs about English learning (r = 0.020, p = 0.730), and regression analysis confirmed that EI did not predict BALLI scores. Subscale-level analysis revealed no significant associations, although minor trends were observed between emotionality and motivational beliefs. These findings contrast with previous studies indicating positive links between EI and learner beliefs, suggesting that contextual, curricular, and institutional factors may have a greater influence on shaping pre-service teachers' cognition. The study contributes to the current debate about teacher training emphasizing the limited impact of EI on belief systems and advocating for more comprehensive training integrating cognitive, emotional, and reflective components. Limitations include the sample s demographic homogeneity and the lack of qualitative data. Future research should include diverse contexts and mixed methods to further investigate these relationships.

Keywords:

Emotional Intelligence; Beliefs; Pre-service Teachers; Ecuador

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How to Cite

Santos, J. C. dos, & Martínez Hernández, A. (2025). Emotional Intelligence and Beliefs about English Language Learning: A Case Study with Pre-service Teachers. Forum for Linguistic Studies, 7(12), 83–96. https://doi.org/10.30564/fls.v7i12.11270

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Vol. 7 , Iss. 12 (December 2025): In progress

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Copyright © 2025 Jardel Coutinho dos Santos, Alina Martínez Hernández

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