Trait emotional intelligence and second language performance: a case study of Chinese EFL learners

Abstract

This study investigates the relationship between English as a foreign language (EFL) learners’ global trait emotional intelligence (trait EI) as well as its four constituent factors (well-being, self-control, emotionality, and sociability) and their overall English performance as well as their listening, speaking, reading and writing performance. Seventy-two Chinese postgraduate EFL learners were administered the short-form Trait Emotional Intelligence Questionnaire and an English proficiency test. Descriptive data showed that the subjects generally perceived themselves as having a moderate to high trait EI, with a relatively high well-being and low sociability, and the four factors showed inter- and intra-subject variety. Small to medium correlations were found between students’ global trait EI, well-being, and emotionality with their overall, listening, and speaking performance. Regression analysis revealed that students’ global EI significantly predicted their overall, speaking and listening performance. Among the four factors, well-being had a significant influence on students’ overall and listening performance; well-being and self-control as well as self-control and emotionality had significant interaction effects on students’ speaking performance. These findings highlight the complex and multifaceted nature of trait EI and its interactive role in second language learning. Theoretical and practical implications as well as research limitations are discussed accordingly.