1. Applied Linguistics (Language Teaching and Learning)
Ali Arabmofrad; Yeganeh Kazemi; Milad Alizadeh; Eesa Niazi
Abstract
Addressing an underexplored dimension of the socio-emotional aspects of second language acquisition, this study examines how emotional intelligence (EI) and self-efficacy (SE) differentially predict emotion regulation (ER) among 256 Iranian EFL learners aged 10 to 15. Employing Structural Equation Modeling ...
Read More
Addressing an underexplored dimension of the socio-emotional aspects of second language acquisition, this study examines how emotional intelligence (EI) and self-efficacy (SE) differentially predict emotion regulation (ER) among 256 Iranian EFL learners aged 10 to 15. Employing Structural Equation Modeling (SEM), the research investigates the interrelationships among these psychological constructs within the context of English language learning. The findings indicate a moderate yet statistically significant positive association between SE and ER, and a stronger positive relationship between EI and ER, while no significant correlation emerges between SE and EI. The proposed SEM model exhibits an excellent fit, confirming that EI serves as a more powerful predictor of ER than SE. These resultsunderscore the crucial role of emotional intelligence in facilitating learners’ management of affective experiences during language learning. Consequently, the study recommends incorporating EI-oriented training within EFL instructional programs to foster learners’ emotional regulation, resilience, and academic success, thereby reinforcing the complementary relationship between emotional competence and linguistic-cognitive development.
