Contribution to Language Teaching and Learning: A Review of Emotional Intelligence

Abstract

<p>The aim of this paper is to introduce the importance of emotional intelligence and the extent to which emotional intelligence can be implemented and used to improve language teaching and learning. Since emotional intelligence is perceived to play a crucial part in every aspect of people’s lives, it can be extended to language teaching and learning. Language teaching and learning typically includes communication; therefore, emotional intelligence is beneficial. Emotional intelligence is still not widely known, used, or studied in the world of language teaching and learning, although increased efforts to popularise this term have occurred in the past two decades. For this to be achievable in language teaching and learning, scholars and researchers need to pay attention to emotional intelligence. Therefore, both language teachers and students should be aware of and cooperate together to improve emotional intelligence and to create a more effective learning atmosphere for language teaching and learning.</p

The Relationship Between University Students’ Attitudes Towards Ict and Media Tools in Learning English and Their Emotional Intelligence

“…As language learning is a part of human interaction and a means of communication, it requires knowing one's own emotions (self-awareness), managing them, motivating oneself, recognizing others' emotions and handling relationships with others properly, which are the five domains of emotional intelligence identified as self-management, motivation, self-regulation, empathy, and adeptness in relations (Goleman 1995). The finding of the study is supported with similar studies which have revealed that emotional intelligence is of significant effect in learning English (Esfandiari and Ekdradi 2014;Mousapour and Khorrram 2015;Sucaromana 2012;Tuncay 2002;Tuyan and Sadık 2008;Zarafshan 2012). …”

“…On the other hand, the relationship between emotional intelligence and English language learning has attracted interest in the academia as well (Esfandiari and Ekradi 2014;Mousapour and Khorram 2015;Sucaromana 2012;Tuncay 2002;Tuyan and Sadık 2008;Zarafshan 2012). Given the assumption that emotional intelligence and technology may play significant roles in foreign language learning, the study aimed to investigate the relationship between the participants' attitude towards ICT and media tools in learning English and their emotional intelligence, and revealed that there is a positive relationship between them.…”

“…Similarly, the relationship between emotional intelligence and ELT has aroused interest in academia (Esfandiari and Ekradi 2014;Mousapour and Khorrram 2015;Sucaromana 2012;Tuncay 2002;Tuyan and Sadık 2008). However, the literature review has not revealed any research that has investigated the relationship between emotional intelligence and the attitudes towards the use of ICT and media tools in ELT so far.…”

Students Can Control Their Emotions

“…Empathy implies detachment and is not synonymous with sympathy which connotes attachment. In fact, as Sucaromana (2012) offers emotional intelligence and achievement are integrated with each other and have strong connections. No one can deny by improving students' interpersonal skills develop, learning is automatically enhanced (Elliot, 2003, cited in Sucaromana, 2012.…”

A Study on the Relationship Between Emotional Intelligence and Foreign Language Achievement

“…Çünki, duygusal zekâ sınıfta etkili iletişimi ve öğrenmeyi artırabilir (Sucaromana, 2012). Goleman (1995, s. 62), duygusal zekâya yukarıda bahsedilen tanımlardaki becerilerden farklı olarak kendini harekete geçirebilme, aksiliklere rağmen yoluna devam edebilme, dürtüleri kontrol ederek tatmini erteleyebilme, ruh halini düzenleyebilme, sıkıntıların düşünmeyi engellemesine izin vermeme, kendini başkasının yerine koyabilme ve umut besleme becerilerini de ekleyerek tanımlamıştır.…”