The Role of Teacher’s Emotional Intelligence and Performance in Enhancing L2 Learner’s Academic Achievement
محورهای موضوعی : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)
1 - Ph.D. Candidate, Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran
کلید واژه: Academic achievement, Emotional intelligence, L2 teachers, Performance,
چکیده مقاله :
The idea of emotional intelligence (EI) has received considerable attention in educational environments due to its potential influence on students' academic performance. Recent research has explored the relationship between EI and academic outcomes. This important issue has been recently explored in L2 studies. However, given its importance in L2 studies and its role in a language learning context, it seems that there is no examination of the role of L2 teachers’ EI and Performance in enhancing L2 learners' academic achievements. The chief idea of this study was to discover the relationship between L2 teachers’ performances and L2 learners’ academic achievement. To formulate this line of research, the researcher used a quantitative correlational study design, using multiple instruments, including the Schutte Self-Report Emotional Intelligence Test, and the Characteristics of Successful Iranian EFL Teachers Questionnaire. The findings revealed that the teachers’ EI had a significant correlation with L2 learners’ academic achievements; besides, the L2 teachers’ performance can positively correlate with L2 learners’ achievements. The study implies that enhancing L2 teachers' emotional intelligence and performance could be a strategic approach to improving L2 learners' academic achievements, suggesting that educational programs might benefit from incorporating EI development for teachers to foster better learning outcomes.
The idea of emotional intelligence (EI) has received considerable attention in educational environments due to its potential influence on students' academic performance. Recent research has explored the relationship between EI and academic outcomes. This important issue has been recently explored in L2 studies. However, given its importance in L2 studies and its role in a language learning context, it seems that there is no examination of the role of L2 teachers’ EI and Performance in enhancing L2 learners' academic achievements. The chief idea of this study was to discover the relationship between L2 teachers’ performances and L2 learners’ academic achievement. To formulate this line of research, the researcher used a quantitative correlational study design, using multiple instruments, including the Schutte Self-Report Emotional Intelligence Test, and the Characteristics of Successful Iranian EFL Teachers Questionnaire. The findings revealed that the teachers’ EI had a significant correlation with L2 learners’ academic achievements; besides, the L2 teachers’ performance can positively correlate with L2 learners’ achievements. The study implies that enhancing L2 teachers' emotional intelligence and performance could be a strategic approach to improving L2 learners' academic achievements, suggesting that educational programs might benefit from incorporating EI development for teachers to foster better learning outcomes.
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