Emotional intelligence and English as a second/foreign language learning: a systematic review using TCCM framework.

Area of Science:

• Educational Psychology
• Applied Linguistics
• Second Language Acquisition

Background:

• Emotional intelligence (EI) is increasingly recognized for its role in second/foreign language learning (ESL/EFL), moving beyond cognitive factors to include affective influences.
• A systematic review is needed to synthesize existing research on EI in ESL/EFL contexts and identify trends and gaps.

Purpose of the Study:

• To systematically review and analyze 121 research articles on emotional intelligence and ESL/EFL learning.
• To examine the theoretical frameworks, geographical contexts, study populations, investigated variables, and methodologies employed in EI research within language learning.

Main Methods:

• Systematic literature review of 121 research articles.
• Analysis using the theory, context, characteristics, and methodology (TCCM) framework.
• Categorization of studies based on the relationship between EI and other ESL/EFL variables.

Main Results:

• Theoretical frameworks, such as broaden-and-build theory and control-value theory, are increasingly integrated, particularly in the last decade.
• Iran is the leading country for EI research in EFL contexts, with most studies focusing on oral communication skills and language anxiety.
• Survey methods and correlational analyses are predominant, with studies examining EI in relation to other variables, as a mediator, or exploring interrelationships.

Conclusions:

• Emotional intelligence is a crucial affective factor in ESL/EFL learning, with significant research emerging in recent years.
• The review highlights the dominance of specific methodologies and research contexts, suggesting a need for diversification.
• Future research agendas are proposed to further elucidate the multifaceted role of EI in language acquisition.