The Role of Emotional Intelligence in Second Language Acquisition: A Longitudinal Study on Language Proficiency, Retention and Cultural Adaptation

This study investigates the impact of Emotional Intelligence (EI) on second language acquisition (SLA) among Iranian adult learners, focusing on language proficiency and retention over a ۱۲-month period. A sample of ۱۲۰ beginners in English participated in a repeated measures design, with assessments conducted at pre-test, post-test, and follow-up stages. The study employed vocabulary, grammar, and speaking skills tests, alongside EI measurement via the EQ-i ۲.۰, motivation via the Language Learning Orientations Scale (LLOS), and anxiety via the Foreign Language Classroom Anxiety Scale (FLCAS). Results reveal significant improvements in language proficiency (vocabulary, grammar, and speaking) immediately after the intervention, with notable retention at follow-up. EI was positively correlated with increased motivation and reduced anxiety, both of which mediated the relationship between EI and language proficiency. Repeated measures analyses indicated moderate to large effect sizes (partial η² ranging from ۰.۱۳ to ۰.۱۶), underscoring EI’s substantial role in enhancing language learning outcomes. These findings suggest that integrating EI training into language learning programs could enhance learner motivation and mitigate anxiety, thereby improving language acquisition and retention.

کلیدواژه ها:

Emotional intelligence ، second language acquisition ، language proficiency ، motivation ، anxiety