Emotional Intelligence and Foreign Language Anxiety in English Language Teaching

Foreign language anxiety (FLA) is one of the most pervasive affective barriers in second and foreign language learning, particularly in English language teaching (ELT) contexts where communicative competence is emphasized. While early research on FLA focused primarily on learner-related variables such as motivation, aptitude, and self-efficacy, recent scholarship has shifted attention toward teacher-related psychological factors. Among these factors, teachers' emotional intelligence (EI) has emerged as a critical yet underexplored construct. Emotional intelligence refers to the ability to perceive, understand, regulate, and use emotions effectively in interpersonal interactions. This article reviews theoretical frameworks of emotional intelligence and foreign language anxiety, synthesizes empirical research linking teacher EI to student anxiety, and explains the mechanisms through which emotionally intelligent teachers can reduce learners' anxiety in the language classroom. Pedagogical implications for teacher education and classroom practice are discussed, and directions for future research are proposed. The paper argues that fostering teachers' emotional intelligence is essential for creating emotionally supportive learning environments that reduce anxiety and promote effective language learning.

کلیدواژه ها:

emotional intelligence ، foreign language anxiety ، teacher psychology ، English language teaching ، affective factors