The Role of Teacher’s Emotional Intelligence and Performance in Enhancing L2 Learner’s Academic Achievement
الموضوعات : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)
Mozhgan Talebi
1
(Ph.D. Candidate, Department of English, Shahreza Branch, Islamic Azad University, Shahreza, Iran)
الکلمات المفتاحية: Academic achievement, Emotional intelligence, L2 teachers, Performance,
ملخص المقالة :
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.
AbiSamra, N. (2000). The relationship between emotional intelligence and academic achievement in eleventh graders. Research in education, 200, 620-661.
Adeoye, H., & Emeke, E. A. (2010). Emotional intelligence and self-efficacy as determinants of academic achievement in the English language among students in Oyo State senior secondary schools. IFE Psychologia: An International Journal, 18(1), 206-220.
Afshar, H. S., Tofighi, S., & Hamazavi, R. (2016). Iranian EFL learners' emotional intelligence, learning styles, strategy use, and their L2 achievement. Issues in Educational Research, 26(4), 635-652.
Al Jaberi, A. T., Alzouebi, K., & Abu Khurma, O. (2024). An Investigation into the Impact of Teachers’ Emotional Intelligence on Students’ Satisfaction of Their Academic Achievement. Social Sciences, 13(5), 244.
Alrabai, F. and Alamer, A. (2022). The role of learner character strengths and classroom emotions in l2 resilience. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.956216
Brackett, M. A., Lopes, P. N., Ivcevic, Z., Mayer, J. D., & Salovey, P. (2004). Integrating emotion and cognition: The role of emotional intelligence. In Motivation, Emotion, and Cognition (pp. 189-208). Routledge.
Cantero, M. J., Bañuls, R., & Viguer, P. (2020). Effectiveness of an emotional intelligence intervention and its impact on academic performance in Spanish pre-adolescent elementary students: results from the EDI program. International journal of environmental research and public health, 17(20), 7621.
Cong, W., & Li, P. (2022). The relationship between EFL Learners' communication apprehension, self-efficacy, and emotional intelligence. Frontiers in Psychology, 13, 847383.
Cordero, A. L., & Santos Jr, B. (2023). The Relationship and Attributive Impact of Self-Regulation, Language Learning Strategies, and Second Language Anxiety to Second Language Learning of Grade 11 Students: Inputs to Recommended Strategies for Second Language Teaching. International Journal of Literacy, Culture, and Language Education, 4, 4-30.
Costa, A., & Faria, L. (2015). The impact of emotional intelligence on academic achievement: A longitudinal study in Portuguese secondary school. Learning and Individual Differences, 37, 38-47.
Curci, A., Lanciano, T., & Soleti, E. (2014). Emotions in the classroom: the role of teachers' emotional intelligence ability in predicting students' achievement. The American journal of psychology, 127 (4), 431-45.
Getahun Abera, W. (2023). Emotional intelligence and pro-social behavior as predictors of academic achievement among university students. Community Health Equity Research & Policy, 43(4), 431-441.
Fraenkel, J. R. & Norman, E. W. (2007). How to design and evaluate research in education (Seventh Edition). Boston: Mc Graw Hill.
Guslyakova, N. I., & Guslyakova, A. V. (2020). Emotional intelligence as a driving force in the study of foreign languages in higher education. Arpha Proceedings, 3, 781-792.
Halimi, F., AlShammari, I., & Navarro, C. (2021). Emotional intelligence and academic achievement in higher education. Journal of Applied Research in Higher Education, 13(2), 485-503.
Hashemian, M., & Soureshjani, K. H. (2011). The interrelationship of autonomy, motivation, and academic performance of Persian L2 learners in distance education contexts. Theory and Practice in Language Studies, 1(4), 319-326.
Herman, K. C., Hickmon-Rosa, J., & Reinke, W. M. (2017). Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes. Journal of Positive Behavior Interventions, 20(2), 90-100. https://doi.org/10.1177/1098300717732066
Hu, L. & Wang, Y. (2023). The predicting role of EFL teachers’ immediacy behaviors in students’ willingness to communicate and academic engagement. BMC Psychology, 11(1). https://doi.org/10.1186/s40359-023-01378-x
Jaberi, A. T., Alzouebi, K., & Abu Khurma, O. (2024). An Investigation into the Impact of Teachers’ Emotional Intelligence on Students’ Satisfaction of Their Academic Achievement. Social Sciences, 13(5), 244.
Karimi, M., & Nikbakht, E. (2019). Teachers’ efficacy, identity and motivational strategies and their effects on L2 learners’ achievement. Advances in Language and Literary Studies, 10(5), 20-27.
Li, C. & Xu, J. (2019). Trait emotional intelligence and classroom emotions: a positive psychology investigation and intervention among Chinese EFL learners. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02453
MacCann, C., Jiang, Y., Brown, L. E. R., Double, K. S., Bucich, M., & Minbashian, A. (2020). Emotional intelligence predicts academic performance: a meta-analysis. Psychological Bulletin, 146(2), 150-186. https://doi.org/10.1037/bul0000219
Mahmoodi, M. H., Hosseiniyar, S., & Samoudi, N. (2022). EFL teachers’ classroom management orientation, self-efficacy, burnout, and students’ L2 achievement. Profile Issues in TeachersProfessional Development, 24(1), 29-44.
Parker, J. D., Saklofske, D. H., Wood, L. M., & Collin, T. (2009). The role of emotional intelligence in education. Assessing emotional intelligence: Theory, research, and applications, 239-255.
Quin, D. (2017). Longitudinal and contextual associations between teacher–student relationships and student engagement: A systematic review. Review of educational research, 87(2), 345-387.
Shakki, F. (2022). Iranian EFL students’ l2 engagement: the impact of teacher support and teacher-student rapport. Language Related Research, 13(3), 175-198. https://doi.org/10.52547/lrr.13.3.8
Singh, S., & Ryhal, P.C. (2021). The Influence of Teachers’ Emotional Intelligence on Academic Performance with Mediating Effect of Job Satisfaction. Journal of Education, 203, 499 - 507.
Song, X. and He, X. (2021). Teachers’ dispositions toward mindfulness in efl/esl classrooms in teacher-student interpersonal relationships. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.754998
Wang, H., Wang, Y., & Li, S. (2023). Unpacking the relationships between emotions and achievement of EFL learners in China: engagement as a mediator. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1098916
Wang, Z. (2022). The effect of EFL teacher apprehension and teacher burnout on learners’ academic achievement. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.839452
Xie, F. and Derakhshan, A. (2021). A conceptual review of positive teacher interpersonal communication behaviors in the instructional context. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.708490
Ye, D., Sun, S., & Zhao, D. (2022). EFL students’ l2 achievement: the role of teachers’ organizational commitment and loving pedagogy. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.937624
Ye, D., Sun, S., & Zhao, D. (2022). EFL Students’ L2 Achievement: The Role of Teachers’ Organizational Commitment and Loving Pedagogy. Frontiers in Psychology, 13.
Yu, K. (2022). Are emotions contagious? a conceptual review of studies in language education. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1048105
Zhang, Q. (2022). The role of teachers’ interpersonal behaviors in learners’ academic achievements. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.921832
