The Relationship Between Emotional Intelligence A Nd S Tudents’ Achievements I N Oral Expression : Learners’ P Erspective.

Résumé: The main problem addressed in this research is the inability of third-year students in the foreign language department to effectively perform their speaking skills despite three years of instruction. Active participation in language classes, particularly during Oral Expression sessions, is crucial for productive and fruitful learning and teaching processes. However, FL learners often remain silent during these sessions, negatively impacting their speaking skill development. This research aimed at scrutinizing the reasons behind students’ difficulties in expressing themselves orally. More precisely, the study aims to investigate the level of awareness of third-year LMD students of English at Abd El Hafid Boussof University Centre regarding emotional intelligence and its impact on their speaking skills. To reach the aim of our study and answer our research questions, a questionnaire is created using Google-form and the link prevention questionnaire is distributed to 60 third year students of English at MUC via emails and different social media groups. The findings show that students’ awareness regarding emotional intelligence and its impact on their speaking skills was moderate, yet leaving room to further eventual improvement, which can have significant implications for language educators and policy-makers, as they highlight the importance of promoting emotional intelligence in language learning and teaching. The study also emphasizes the need to address emotional barriers that can affect students' speaking skills and hinder their language acquisition. This research contributes to the existing body of knowledge on emotional intelligence in language learning and teaching, and provides insights into effective teaching strategies and policies that can enhance students' language proficiency and emotional well-being.

Publié dans la revue: