Exploring the Role of Emotional Intelligence in English as a Foreign Language Proficiency among Technical Graduate Students: A Correlational Study

Abstract

This study examines how Emotional Intelligence (EI) relates to proficiency in English as a Foreign Language (EFL) among technical graduate students. Using the Bar-On Emotional Quotient Inventory (EQ-i), which is based on Mayer and Salovey's mixed model of EI, the research investigates the links between different aspects of EI and various components of EFL proficiency, including listening, speaking, reading, and writing. The study involved 130 technical graduate students, with the data analyzed through Pearson correlation.

The results show significant positive relationships between overall EI and EFL proficiency. Each dimension of EI—such as intrapersonal skills, interpersonal skills, adaptability, stress management, and general mood—was positively associated with specific areas of EFL proficiency. In particular, intrapersonal skills and adaptability were found to be strong indicators of success in language learning, emphasizing the importance of self-awareness, emotional control, and adaptability in mastering a new language.

The research highlights the essential role of EI in language education and suggests that incorporating EI development into EFL programs could improve students' language learning outcomes. It recommends that educators consider integrating EI training into their teaching methods, using approaches that blend emotional and academic development, and fostering supportive learning environments. Future studies are encouraged to explore these relationships further through longitudinal and cross-cultural research.

This study adds to the growing understanding of how emotional intelligence can impact language learning, offering practical guidance for improving EFL education by enhancing students' emotional skills.