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The Effects of Emotional Intelligence on Students’ Foreign Language Speaking: A Narrative Exploration in China’s Universities

Qualitative report, 2023-12, Vol.28 (12), p.COV8-3513 [Peer Reviewed Journal]

COPYRIGHT 2023 Nova Southeastern University, Inc. ;2023. This work is published under https://creativecommons.org/licenses/by-nc-sa/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2160-3715 ;ISSN: 1052-0147 ;EISSN: 2160-3715 ;DOI: 10.46743/2160-3715/2023.6296

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Title:
The Effects of Emotional Intelligence on Students’ Foreign Language Speaking: A Narrative Exploration in China’s Universities
Author: Zhang, Chenyang
Subjects: Academic Achievement ; Anxiety ; Asian students ; Beliefs, opinions and attitudes ; Cognition & reasoning ; Cognitive ability ; College students ; Colleges & universities ; Communication ; Education ; Educational aspects ; Educational Environment ; Emotional intelligence ; Emotions ; English (Second Language) ; English as a second language ; English as a second language learning ; English language ; Entrance examinations ; Foreign language learning ; Foreign students ; Happiness ; Intelligence tests ; Language ; Learning environment ; Learning Processes ; Narrative inquiry ; Narratives ; Oral communication ; Psychological aspects ; Second languages ; Stress ; Students ; Study and teaching ; Thinking Skills ; Undergraduate Students ; Universities
Is Part Of: Qualitative report, 2023-12, Vol.28 (12), p.COV8-3513
Description: In countries where people see English as a foreign language (EFL), English is merely used in public communication and EFL learners usually experience emotional issues like speaking anxiety and reflect a lower level of emotional intelligence (EI). Although previous studies have found a positive correlation between EI and EFL speaking, few studies explain how EI affects learners’ EFL speaking in terms of their contextual influence. This study aims to explore the effects of EI on English speaking in the context of China’s universities. Data was collected through semi-structured interviews with two participants and was analysed through thematic narrative analysis. Findings suggest that the English-speaking environments in China’s universities are less than supportive. In this situation, when EFL learners are situated in a low-stress learning environment, they are more inclined to embrace happiness and optimism by developing specific interests to enhance their spoken English skills. However, with the stress of the test looming, they often show negative emotions such as uneasiness before exams and fear during exams. Findings highlight that EI, especially adaptability and interpersonal capability can help EFL students cope with their emotional issues, regulate their behaviours, and participate in and profit from non-interactive and (partially) interactive English-speaking practices.
Publisher: Fort Lauderdale: Nova Southeastern University, Inc
Language: English
Identifier: ISSN: 2160-3715
ISSN: 1052-0147
EISSN: 2160-3715
DOI: 10.46743/2160-3715/2023.6296
Source: AUTh Library subscriptions: ProQuest Central
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The Effects of Emotional Intelligence on Students’ Foreign Language Speaking: A Narrative Exploration in China’s Universities

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