مجلة هيرودوت للعلوم الإنسانية والاجتماعية
Volume 10, Numéro 1, Pages 86-101
2026-04-09
The Role Of Emotional Intelligence In Motivating Efl Students At The University Of 08 Mai 1945, Guelma, Algeria : An Empirical Study
Authors : Himoura Kawther .
Abstract
Emotional intelligence (EI) has been increasingly examined as an affective factor shaping learners’ motivational behavior, resilience, and engagement in foreign language learning (Goleman, 1995; MacIntyre & Gregersen, 2012). This quasi-experimental study investigated the relationship between emotional intelligence and language learning motivation among EFL university students in Algeria. The study is grounded in Petrides’ (2009) trait emotional intelligence framework and Dörnyei’s (2009) L2 Motivational Self System. An EI-enhanced instructional program was implemented to explore its potential influence on students’ reported motivational orientation, self-awareness, and emotional regulation. Findings revealed a significant positive association between trait emotional intelligence and language learning motivation. Students exposed to EI-focused activities reported higher post-test scores compared to the control group. However, given the short duration of the intervention and the reliance on self-report measures, the results should be interpreted cautiously and viewed as indicative of statistical association rather than definitive causal explanation. The study suggests that self-perceived emotional competence may function as an important affective correlate of motivation in EFL university contexts where English exposure is limited.
Keywords
emotional intelligence ; language learning motivation ; L2 Motivational Self System ; affect in language learning
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