Emotional factor matters in language learning? A meta-analysis of emotional intelligence on language achievement

Emotional intelligence (EI) has garnered sustained theoretical and empirical attention over recent decades. Within the domain of linguistics, a growing body of research has investigated the relationship between EI and language achievement. Publication trends in this area reveal two distinct phases: a period of lukewarm attention (2009-2017), followed by a phase of rapid growth (2018-present). The present meta-analysis aims to determine whether EI significantly influences language achievement. Drawing on data from 47 independent studies, comprising 63 effect sizes and a total sample of 18,649 participants, this study found a small but significant correlation between EI and subjective language achievement (r = 0.24), and a moderate correlation with objective language achievement (r = 0.41). Moderator analyses revealed that the relationship between EI and objective language achievement varied significantly by educational level, target language, language skill assessed, and publication year. In contrast, no significant moderation effects were found for research type, learning context, students' major, first language, or the measurement instruments employed. These findings underscore the important role of EI in language learning and highlight the need for emotionally responsive and supportive pedagogical environments that contribute to the sustainable development of foreign language education.