Abstract
There is a proliferating research interest in emotional intelligence (EI) as it plays a significant role in learning processes. The chapter reports a study on the relationship between EI and the willingness to communicate (WTC) in the foreign language studied in secondary school (English). A positive correlation between both factors would be very significant since the use of the language of study is essential in the learning process. To assess the existence of this relationship, the questionnaires of 119 CSE students were analysed, and it was concluded that there is a statistically significant correlation between EI and the WTC. The general objective is, on the one hand, to analyse the relationship between emotional intelligence and the willingness to communicate in the Foreign Language (English) class at the secondary education stage, and whether there is a relationship between emotional intelligence, the willingness to communicate, and class participation.
Top1. Introduction
Willingness to communicate (hereinafter WTC) in a second or foreign language (L2) is construed as learners’ readiness to get involved in the target language (Bui et al., 2022). The current literature shows that a high level of L2 WTC can enhance learners’ communicative competence, language development, and speaking skills, resulting in knowledge development. Accordingly, L2 WTC can be divided into two main types: L2 WTC inside and outside the classroom. As L2 WTC side the classroom has implications for language teaching and learning, it is important for teachers to understand factors that affect learners’ L2 WTC inside the classroom (Yashima, 2019; Fernández et al., 2020; MacIntyre, 2020; Dewaele & Pavelescu, 2021; Lee, 2022).
Previous studies indicate that L2 WTC is influenced by both situated (relationship with interlocutors and classroom setting) and individual factors (e.g. confidence and motivation) (Hoang & Bui, 2023; Vongsila & Reinders, 2016; Wang 2021), suggesting the potential relationship between L2 WTC inside the classroom and emotional intelligence. Although L2 WTC is vastly explored in the world, most previous studies (e.g. Aydin, 2017; Basöz & Erten, 2018; Derakhsan et al., 2021); Kant, 2019) focused on intermediate-level adult students, little is known about the relationship between learners’ WTC inside L2 English classroom and emotional intelligence in a context of Spain.
This chapter reports a study on the relationship between L2 English learners’ emotional intelligence, WTC, and participation level inside the classroom in a secondary school in Spain. This study can provide implications for language teaching and learning in the context of Spain and beyond.
Key Terms in this Chapter
Willingness to Communicate: The intention to speak or to remain silent, given free choice. Initially developed in the L1 context of educational instruction, WTC was subsequently introduced to SLA.
Emotional Intelligence: The ability to manage both one’s own emotions and understand the emotions of people around them. There are five key elements of EI: self-awareness, self-regulation, motivation, empathy, and social skills.
Secondary Education: In Spain, secondary education includes grades 1-4 (called CSE, 12-16 years) and grades 5 and 6.
Class Participation: The behaviours that students exhibit in class. This behaviour can take many formats, such as raising questions, responding to others’ questions, participating in discussions, or providing feedback.