Correlation between emotional intelligence and English language proficiency in Colombian secondary school students
DOI:
https://doi.org/10.33919/esnbu.25.2.7Keywords:
Emotional Intelligence, English Language Teaching, Social and Emotional LearningAbstract
This research examined the correlation between Emotional Intelligence (EI) and English proficiency among 30 students aged 11-12 from a public school in Colombia. Participants were selected using simple random sampling, and data were collected through a non-experimental, quantitative, correlational design with a Pearson correlation analysis. EI was assessed using the Schutte Self-Report Emotional Intelligence Test, while English proficiency was measured using the Cambridge A1 Movers exam. Findings showed that EI had a weak to moderate positive correlation with Overall English Proficiency (OEP), and a moderate positive correlation with Listening skills, with correlations of r = 0.38 and r = 0.49, respectively. As the results were statistically significant, through a regression analysis, it was found that EI individually contributed 14.7% and 24.3% to the mentioned variables. However, there was a weak, but statistically insignificant, correlation with the other skills. We concluded that EI may enhance OEP, particularly influencing listening skills; nonetheless, further research is needed, as other factors may have influenced the results.
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