Trait Emotional Intelligence and Second Language Performance: A Case Study of Chinese EFL Learners

Autor/inn/en	Chen, Zhuo; Zhang, Ping
Titel	Trait Emotional Intelligence and Second Language Performance: A Case Study of Chinese EFL Learners
Quelle	In: Journal of Multilingual and Multicultural Development, 43 (2022) 8, S.731-745 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Zhuo) ORCID (Zhang, Ping)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2020.1767633
Schlagwörter	Emotional Intelligence; English (Second Language); Second Language Learning; Language Proficiency; Graduate Students; Reading Skills; Writing Skills; Speech Skills; Listening Skills; Well Being; Self Control; Psychological Patterns; Interpersonal Competence; Foreign Countries; China + Suchen Sie Ihr Suchwort? Emotionale Intelligenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Mündliche Leistung; Sprachfertigkeit; Well-being; Wellness; Wohlbefinden; Selbstbeherrschung; Interpersonale Kompetenz; Ausland
Abstract	This study investigates the relationship between English as a foreign language (EFL) learners' global trait emotional intelligence (trait EI) as well as its four constituent factors (well-being, self-control, emotionality, and sociability) and their overall English performance as well as their listening, speaking, reading and writing performance. Seventy-two Chinese postgraduate EFL learners were administered the short-form Trait Emotional Intelligence Questionnaire and an English proficiency test. Descriptive data showed that the subjects generally perceived themselves as having a moderate to high trait EI, with a relatively high well-being and low sociability, and the four factors showed inter- and intra-subject variety. Small to medium correlations were found between students' global trait EI, well-being, and emotionality with their overall, listening, and speaking performance. Regression analysis revealed that students' global EI significantly predicted their overall, speaking and listening performance. Among the four factors, well-being had a significant influence on students' overall and listening performance; well-being and self-control as well as self-control and emotionality had significant interaction effects on students' speaking performance. These findings highlight the complex and multifaceted nature of trait EI and its interactive role in second language learning. Theoretical and practical implications as well as research limitations are discussed accordingly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01