Work

Beyond Universal Models: Predicting Trait Emotional Intelligence’s Context-Contingent Effects on EFL Learners’ Attitudes, Motivation, Anxiety, and Engagement

Year: 2025

Type: article

Abstract: This study investigates the influence of Trait Emotional Intelligence (TEI) on affective dimensions of English language learning among 515 Pakistani EFL learners, addressing a key gap in Global South research. Using bootstrapped multiple regression and culturally adapted instruments (Cronbach’s α = 0.724–0.857), findings reveal that in Pakistan’s exam-driven, teacher-centered classrooms, well-being significantly enhances attitudes (β = 0.172, p < 0.001), motivation (β = 0.219, p = 0.002), and engagement (β = 0.179, p < 0.001). Emotionality, however, increases anxiety (β = 0.192, p < 0.001) and lowers engagement (β = −0.092, p = 0.025), contradicting global models due to punitive error correction. Sociability shows no significant effect (attitudes: β = 0.038, p = 0.366; engagement: β = 0.019, p = 0.613), reflecting limited peer interaction in hierarchical classrooms. Notably, an emergent auxiliary facet—contextual adaptability—strongly predicts motivation (β = 0.269, p < 0.001) and anxiety (β = 0.109, p = 0.020), highlighting the role of competencies like Urdu–English code-switching. These results call for a Contextually Stratified TEI Framework, emphasizing that while well-being is universal, other TEI dimensions are context-dependent. Implications urge educators to foster well-being, reframe emotionality as a risk-detection skill, and promote adaptability to local linguistic realities.

Source: Education Sciences

DOI: 10.3390/educsci15091137

Authors: Shaista Rashid, Sadia Malik

Institutions: Prince Sultan University, Bahauddin Zakariya University

Language: English

Topic: EFL/ESL Teaching and Learning

Subfield: Language and Linguistics

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,172