Emotional Intelligence and Attitudes Towards Foreign Language Learning: Pursuit of Relevance and Implications

Abstract

Research into second language acquisition (SLA) has confirmed the inadequacy of Intelligent Quotient (IQ) in accounting for success in second or foreign language learning (L2). Many studies conducted on the role of intelligence in successful learning, especially in English as a foreign language (EFL) classroom settings in different contexts, have shown that there are other areas of intelligence that contribute to quality learning. Thus, the present study investigated the possible relationship between perceptions of Emotional Intelligence (EI) and attitudes towards foreign language learning among university students majoring in English as a foreign language in a Turkish context. A total of 159 EFL learners participated in the study. The Emotional Intelligence Scale (SEIS) and the Attitudes towards Foreign Language Learning (A-FLL) Scale were used to collect data. The findings revealed high levels of overall EI (95%). There was a statistically positive correlation between components of EI and A-FLL. Perception of emotion was found to be the strongest predictor of cognitive and behavioral/personality, and utilizing emotions the strongest predictor of affective/evaluative components of attitudes toward foreign language learning. The magnitude of mean differences between male and female participants reached a significant difference between male and female students only in teacher influence and exhibition subcomponents of A-FLL, with females scoring higher than males. It is concluded that an awareness of the importance of students’ emotional intelligence and its role in shaping their attitudes towards learning an L2 will yield more insightful implications regarding quality language learning and better educational outcomes.