Impact of Emotional Intelligence (EI) on Learning English among EFL Students

Authors

  • Meenakshi Sharma Yadav

    Applied College for Girls, King Khalid University, Abha 61421, Saudi Arabia

DOI:

https://doi.org/10.30564/fls.v7i12.9214
Received: 24 March 2025 | Revised: 19 June 2025 | Accepted: 20 June 2025 | Published Online: 13 November 2025

Abstract

This research study investigated the interconnectedness and interdependence of emotions and English learning among EFL students. It also examined how specific components of emotional intelligence—namely self-awareness, self-regulation, motivation, empathy, and social skills—affect learning outcomes, the strategies involved, and the implications and recommendations for educational practices to enhance English learning. The research was based on Daniel Goleman's Five Components Model of Emotional Intelligence (1998). A quantitative research method was employed, and an 80-student sample of English as a foreign language students was taken from diploma courses in business administration, banking, cybersecurity, disaster management, and health services to explore the strategic EI elements relevant to their academic and professional development. Hence, a five-point Likert scale questionnaire was administered to collect data for a quantitative descriptive study. The SPSS statistical analyses revealed that higher levels of self-awareness and self-regulation significantly associated with improved language proficiency and greater student engagement. The results also indicated that students with strong motivational EI skills were more inclined to participate in extracurricular activities related to English, further enhancing their language acquisition. The practical implications of this study provided valuable insights for educators, policymakers, and curriculum developers to integrate EI-enhancing strategies into their teaching techniques, strategies, and pedagogies, empowering EFL learners to engage in the classroom and navigate the complexities of language learning with greater emotional resilience and achieve higher levels of linguistic competence. Further research is recommended to explore the longitudinal effects of EI training and its integration into professional development programs for teachers.

Keywords:

Emotional Intelligence (EI); Strategic Factors (SF); Educational Psychology; Emotional Skills; EFL Pedagogies and Practices; Motivation and Empathy; English Language Learning (ELL)

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Yadav, M. S. (2025). Impact of Emotional Intelligence (EI) on Learning English among EFL Students. Forum for Linguistic Studies, 7(12), 1082–1105. https://doi.org/10.30564/fls.v7i12.9214

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

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