مجلة الرسالة للدراسات والبحوث الإنسانية
Volume 11, Numéro 3, Pages 64-76
2026-09-17

Emotional Intelligence And Handling Sensitive Topics In Algerian Efl Classrooms Teacher And Student Perspectives



Authors : Moulai Hacene Yacine . Benyoucef Radia . Ouali Farida .

Abstract

The growing presence of culturally and socially sensitive discussions in EFL classrooms has increased the importance of emotional and interpersonal competences in educational settings. In Algerian university classrooms, teachers are often expected to manage classroom interaction carefully while maintaining respectful communication and balanced discussion. However, limited research has explored the relationship between emotional intelligence and the handling of sensitive topics from both teachers’ and students’ perspectives. The present study aims to examine the level of emotional intelligence among Algerian EFL teachers and investigate its role in managing sensitive classroom discussions. A quantitative descriptive design was adopted using two questionnaires administered to 36 Algerian EFL teachers and 94 university students from university of Ibn Khaldoun Tiaret Algeria. The collected data were analyzed through SPSS using descriptive statistics, independent samples t-tests, and one-way ANOVA. The findings revealed generally high levels of emotional intelligence among teachers, particularly in self-awareness and social skills. However, students reported more moderate perceptions regarding classroom openness, intercultural understanding, and emotional comfort during sensitive discussions. The study concludes that emotional intelligence plays an important role in classroom communication and sensitive topic management in Algerian EFL education.

Keywords

Emotional intelligence ; intercultural communicative competence ; sensitive discourse ; EFL pedagogy ; teacher-student interaction

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