Investigating Teachers and Learners’ Opinions about the Influence of Emotional Intelligence on Speaking Proficiency

Abstract

Speaking is one of the most fundamental aspects of language learning. Nonetheless, it presents the greatest challenge for English as a Foreign Language students, as mastering it demands consistent practice. Many students face obstacles such as anxiety, shyness, lack of confidence, and fear of making mistakes, which prevent them from participating in the oral expression module. Consequently, emotional intelligence provides a viable solution to overcome these challenges, empowering learners to adeptly manage their emotions and actively engage in speaking classes. The primary aim of the study is to explore teachers and learners’ perceptions about the effect of emotional intelligence on speaking proficiency. To achieve the aim of this research, three questions are posed: (1) Do first-year English as a Foreign Language learners face problems in learning speaking? (2) Do first-year oral expression teachers have positive opinions about the influence of emotional intelligence on students’ speaking proficiency? (3) Do first-year students hold positive opinions about the importance of emotional intelligence in developing their speaking proficiency? To answer these questions, two questionnaires are designed. The first questionnaire is administered to fifteen first-year oral expression teachers at Abdelhafid Boussouf University centre-Mila, while the second is distributed to seventy first-year students. The results reveal that students encounter many language and affective problems that hinder their speaking. Moreover, both informants hold positive opinions about the effect of emotional intelligence as a solution to minimize students’ obstacles in speaking, thus improving speaking proficiency. Lastly, the research recommends that students should focus on developing the fundamental skills of emotional intelligence to overcome speaking problems.