Chinese EFL Learners’ Emotional Intelligence, Academic Boredom and Class Participation

Abstract

This study investigates the relationship among emotional intelligence, academic boredom, and classroom participation of Chinese non-English major college students in English learning. Utilizing a quantitative and descriptive design, data was gathered from freshmen and sophomores majoring in economics, management, and fine arts at a regional university in Yuncheng, China through a questionnaire survey. The questionnaire comprised sections on emotional intelligence, academic boredom, and class participation, aligning with emotional intelligence theory, academic boredom theory, and class participation theory, respectively. The findings reveal significant correlations: emotional intelligence is inversely related to academic boredom, indicating higher emotional intelligence corresponds to lower academic boredom levels. Affective intelligence positively correlates with class participation, suggesting higher affective intelligence is linked to increased participation. Conversely, academic boredom negatively impacts class participation, as greater boredom is associated with reduced engagement. These results hold vital implications for enhancing English learning effectiveness and student well-being, offering valuable insights for educators. The study proposes a language-learning program focused on enhancing emotional intelligence and engagement to alleviate academic boredom. Recommendations include incorporating emotional intelligence training in universities, diversifying classroom activities, fostering cross-cultural communication opportunities, and leveraging technology for emotional intelligence and engagement promotion. Future research should expand sample sizes and school majors to deepen understanding and integrate technology tools into teaching practices and curriculum design.