Exploring the Impact of Emotional Intelligence on Language Proficiency, Engagement, and Motivation in University-Level ESP Classrooms
Keywords:
emotional intelligence; English language proficiency; learner engagement; motivation; ESPAbstract
Emotional intelligence (EI) is critically important in educational contexts, particularly in language learning, where it aids learners in managing anxiety, building resilience, and sustaining motivation. However, it’s a precise relationship with key learning outcomes within healthcare university-level English for Specific Purposes (ESP) classrooms requires further investigation. This quantitative study, therefore, aimed to unravel the complex interplay between EI and English among university-level ESP students. In addition, it aims at identifying the effect EI components can have on the varying levels of ESP learners’ engagement and motivation. This study involved 80 ESP healthcare university-level, randomly chosen to ensure the representation of learners from different fields of study. English language proficiency among ESP learners was measured using a standardized test designed to evaluate the four language skills, followed by administering the Bar-On Emotional Quotient Inventory and the student engagement scale to measure the ESP students EI dimensions and their engagement levels. The findings demonstrated a significantly positive relationship between overall EI and language proficiency. Furthermore, results from Pearson correlation and regression analyses emphasized that specific EI dimensions, most notably self-awareness and empathy, served as major statistical determinants of improved academic performance and higher levels of classroom engagement. Consequently, this study advocates for the intentional integration of strategies oriented toward developing these EI dimensions into ESP curricula. Such an approach can enhance language skill development by fostering greater motivation and active participation, offering valuable guidance for educators, curriculum developers, and policymakers in creating more effective and transformative ESP learning environments.
https://doi.org/10.26803/ijlter.24.12.19
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