Deciphering The Effective Relationship Between Emotional Intelligence And Willingness To Communicate In An English As A Foreign Language Class

Résumé: The present study anchored its investigation into students’ verbal communication and emotional aspect. Expressly, the major aim was to establish the potential relationship between Willingness to Communicate (WTC) and Emotional Intelligence (EI) among 45 Third year EFL learners, at Biskra University, who were engaged in the study through convenience sampling. Methodologically, a quantitative approach with an explanatory sequential design was adopted. In order to gather the necessary data, two data collection instruments were employed. Namely, the Instructional Willingness to Communicate test (IWTC), and a Schutte Self-Report Emotional Intelligence Test (SEEIT). After obtaining the raw data, IBM SPSS software version 28 was used to process the scores into interpretable forms. The statistical results of the correlation analysis indicated that there is a moderate positive relationship between EI and WTC. In all respects, the findings of the current inquiry can encourage syllabus designers and EFL teachers to consider the effectiveness of EI in mediating classroom communication impediments. Thus, it is a call for the integration of EI skills and abilities in the foreign language teaching program and classroom activities of Oral expression course in particular.

Publié dans la revue: Journal of Studies in Language, Culture and Society (JSLCS)