Emotional intelligence in english teaching

Abstract

English is widely acknowledged as a lingua franca, serving as the primary means of communication worldwide. In higher education, students studying English often encounter challenges such as low academic performance, lack of engagement, and anxiety, which are significant concerns within EFL education. This research investigates the of Emotional Intelligence in English language instruction. This study examines the beliefs and experiences of EFL educators regarding Emotional Intelligence in the classroom. Employing a qualitative methodology, semi-structured interviews were conducted with five PINE educators. The findings affirm the importance of Emotional Intelligence in the teaching process; these emotional competencies enable educators to manage students' emotions and address their concerns related to the English language. The study concludes that the challenges faced by EFL teachers include students’ limited Emotional Intelligence and the necessity for professional development to address such issues effectively. PINE educators utilize student- centered, communicative language teaching strategies to foster Emotional Intelligence, including cooperative learning, peer assessment, and problem-solving activities. It is recommended that higher education institutions and teacher training programs formally incorporate modules on Emotional Intelligence.