Abstract
There is ample evidence that the success or failure of language learning is influenced by psychological processes in learners' minds. This review attempted to review the related studies on the relationship between English as a Foreign Language (EFL) learners' emotional intelligence, communication apprehension, and self-efficacy. Few studies have been done on the correlation between self-efficacy and emotional intelligence. A positive significant correlation between emotional intelligence and self-efficacy has been confirmed in the literature. Studies have shown that interpersonal relationships, self-awareness, problem-solving skills, self-adequacy, self-confidence, self-actualization, and stress tolerance can act as mediator variables in the correlation between self-efficacy and emotional intelligence among EFL learners. Moreover, the related studies have shown that emotional intelligence is significantly correlated with communication apprehension. The investigations have accentuated the mediating role of learners' willingness to communicate and academic achievement in the correlation between emotional intelligence and communication apprehension. The correlation between communication apprehension and self-efficacy has been verified in the related literature. Finally, the pedagogical implications are expanded to foster language learning quality. This review also provides some suggestions for further research to elucidate our viewpoints over emotional variables and their interactions with each other.
Highlights
Successful communication consists of the ability to transfer denotational and connotational meanings and the efficacy to employ the language knowledge on various occasions for numerous objectives
Adeyemo (2007) found a moderating role of English as a Foreign Language (EFL) learners’ emotional intelligence in the correlation between their academic selfefficacy and academic success. They argued that learners with higher levels of emotional intelligence have higher levels of selfadequacy, self-confidence, and self-efficacy
Hashemi and Ghanizadeh (2011) revealed that EFL learners’ emotional intelligence is significantly associated with self-efficacy beliefs. They stated that stress forbearance and self-actualization are significantly correlated with EFL learners’ self-efficacy
Summary
Successful communication consists of the ability to transfer denotational and connotational meanings and the efficacy to employ the language knowledge on various occasions for numerous objectives. This review tends to reexamine the constructs of positive affectivity in more detail with the hope to assist language learners to process language better in their minds (Bu and Kou, 2021; Du, 2021). This review investigates the related literature concerned with EFL learners’ emotional intelligence as an umbrella term for emotional regulation, self-efficacy, and communication apprehension as a subcomponent of negative emotions in EFL contexts. Their relationships can shed light on positive psychology constructs and their correlations with each other, and this study. Students should be helped to manage communication apprehension and to have successful learning. This review may help to encourage teachers and students to be more aware of students‘perceptions since according to Bandura (1993), humans’ perceptions affect their actions and feelings
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