A Positive Psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement

When COVID-19 was declared a pandemic, the education sector soon faced the unprecedented challenge of moving courses online within no time. The rapid implementation of emergency remote teaching (ERT) led to students and teachers alike being thrown into an emotional terra incognita. This paper sets out to explore if foreign language (LX) grit, learners’ passion and perseverance for LX learning, is a predictor of learners’ foreign language enjoyment (FLE) and their foreign language anxiety (FLCA) in LX classes taught remotely due to COVID-19. Additionally, the role of trait emotional intelligence (TEI) in mediating the connections between LX grit, FLE, and FLCA is investigated. With a web survey, data were collected from 481 English as a Foreign Language (EFL) learners in Europe. Regression analyses indicated that LX grit was a reliable predictor of FLE and TEI. TEI functioned as a partial mediator in the model, explaining a significant proportion of variance (14.3%) in FLE scores. Thus, grittier students, who were also more emotionally intelligent, reported enjoying their English classes more. LX grit was also shown to be a reliable predictor of FLCA. In this case, TEI functioned as a full mediator in the model, explaining 22.5% of the variance in FCLA scores. Therefore, lower TEI scores were linked to higher levels of FLCA. Less gritty EFL learners scored lower on TEI, which consequently determined higher levels of FLCA. Data from two open-ended questions revealed that particularly enjoyable or anxiety-provoking episodes during ERT were similar among all learners. While positive group dynamics, teachers’ forgiving nature and easy-going disposition, humor as well as the innovative use of technology were mentioned as common factors boosting their FLE, speaking in front of strangers, overwhelming workload and technology-related aspects were frequently mentioned sources of anxiety.

Download Full-text

The Relationship between Trait Emotional Intelligence and Experienced ESL/EFL Teachers’ Love of English, Attitudes towards Their Students and Institution, Self-Reported Classroom Practices, Enjoyment and Creativity

Chinese Journal of Applied Linguistics ◽

10.1515/cjal-2018-0034 ◽

2018 ◽

Vol 41 (4) ◽

pp. 468-487 ◽

Cited By ~ 6

Author(s):

Jean-Marc Dewaele

Keyword(s):

Emotional Intelligence ◽

Foreign Language ◽

Classroom Practices ◽

Well Being ◽

Self Control ◽

Trait Emotional Intelligence ◽

Dependent Variables ◽

Efl Teachers ◽

Positive Correlations ◽

The Relationship

Abstract This paper reports an investigation into the relationships between global trait emotional intelligence (Trait EI), as well as the four factors that constitute it (well-being, emotionality, self-control, and sociability), and quantitative data from 513 experienced ESL/EFL teachers from around the world about their love of English, their attitudes towards their students and institution, their self-reported classroom practices, their enjoyment, unpredictability and creativity. The results showed significant positive correlations. The analyses revealed that global Trait EI, well-being and sociability were significantly positively correlated with most dependent variables while emotionality and self-control were significantly correlated with a number of dependent variables. Global Trait EI and emotionality were significantly positively linked to the English proficiency of English foreign language users but not to that of the English L1 users. The pedagogical implication is that having a sufficient level of Trait EI helps teachers deal effectively with their own and their students’ emotions.

Download Full-text

An exploration of Chinese EFL students' emotional intelligence and foreign language anxiety

Modern Language Journal ◽

10.1111/j.1540-4781.2013.12042.x ◽

2013 ◽

Vol 97 (4) ◽

pp. 917-929 ◽

Cited By ~ 23

Author(s):

Kaiqi Shao ◽

Weihua Yu ◽

Zhongmin Ji

Keyword(s):

Emotional Intelligence ◽

Foreign Language ◽

Language Anxiety ◽

Foreign Language Anxiety ◽

Efl Students

Download Full-text

Learner emotions, autonomy and trait emotional intelligence in ‘in-person’ versus emergency remote English foreign language teaching in Europe

Applied Linguistics Review ◽

10.1515/applirev-2020-0096 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Pia Resnik ◽

Jean-Marc Dewaele

Keyword(s):

Emotional Intelligence ◽

Foreign Language ◽

Learner Autonomy ◽

Foreign Language Teaching ◽

Trait Emotional Intelligence ◽

Efl Learners ◽

Language Classroom ◽

Moderate Negative Correlation ◽

The Relationship ◽

Emotionally Intelligent

Abstract Due to the spread of Covid-19, universities had to move their courses online abruptly. This paper explores its impact on 510 European tertiary-level English as a Foreign Language (EFL) learners’ classroom emotions and analyses possible links to their trait emotional intelligence (TEI) and learner autonomy. Statistical analyses of data gathered with a web survey revealed that students rated their ‘in-person’ classes as significantly more enjoyable and also more anxiety-provoking. Overall, levels of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) were positively correlated between both contexts. The moderate negative correlation between FLE and FLCA in ‘in-person’ classes disappeared in emergency remotely taught classes. TEI and learner autonomy were positively correlated, and both were positively linked to FLE and negatively to FLCA in both contexts. This means that more autonomous, emotionally intelligent students tend to be able to enjoy the FL class more – even more so under particularly challenging circumstances. Overall, it seems that learners not being physically present in classrooms weakens all emotions, and breaks the relationship between them. One possible explanation is that disembodied classes have less emotional resonance.

Download Full-text

Trait Emotional Intelligence and Wellbeing During the Pandemic: The Mediating Role of Meaning-Centered Coping

Frontiers in Psychology ◽

10.3389/fpsyg.2021.648401 ◽

2021 ◽

Vol 12 ◽

Author(s):

Maria-Jose Sanchez-Ruiz ◽

Natalie Tadros ◽

Tatiana Khalaf ◽

Veronica Ego ◽

Nikolett Eisenbeck ◽

...

Keyword(s):

Emotional Intelligence ◽

Psychological Distress ◽

Positive Psychology ◽

Equation Modeling ◽

Strong Positive Correlation ◽

Trait Emotional Intelligence ◽

Maladaptive Coping ◽

Mediating Role ◽

The Relationship

Studies investigating the COVID-19 pandemic from a psychological point of view have mostly focused on psychological distress. This study adopts the framework of existential positive psychology, a second wave of positive psychology that emphasizes the importance of effective coping with the negative aspects of living in order to achieve greater wellbeing. Trait emotional intelligence (trait EI) can be crucial in this context as it refers to emotion-related personality dispositions concerning the understanding and regulation of one’s emotions and those of others. The present study investigated the relationship between trait EI and both wellbeing and psychological distress (i.e., depression, anxiety, and stress), while exploring the mediating role of meaning-centered coping (proactive transformative strategies based on meaning in life) and maladaptive coping (i.e., behavioral disengagement and self-blame) during the first few months of the COVID-19 pandemic. A sample of 326 Lebanese adults completed measures of trait EI, wellbeing, psychological distress, coping, and meaning-centered coping. Results showed a strong positive correlation between trait EI and meaning-centered coping. Trait EI also correlated positively with wellbeing and negatively with psychological distress. Structural equation modeling showed that meaning-centered coping partially mediated the relationship between trait EI and wellbeing. Maladaptive coping fully mediated the relationship between trait EI and psychological distress. Findings indicate that trait EI is positively related to dealing with a stressful situation such as the pandemic in positive ways at both the cognitive level, by reformulating the situation to see something valuable in it, and behavioral level, by being proactive about it. Trait EI was positively linked to seeing the situation as an opportunity for personal growth, finding personal meaning in this situation, maintaining an attitude of hope and courage, and acting more responsibly with one’s self and others during the current crisis. In turn, this coping formula was related to lower psychological distress and improved mental health. These results are consistent with the existential positive psychology framework and can inform implementation programs and policies aiming at raising awareness and promoting healthy and successful coping during the pandemic.

Download Full-text