EMOTIONAL INTELLIGENCE AND ENGLISH AS A SECOND/FOREIGN LANGUAGE LEARNING: A SYSTEMATIC REVIEW USING TCCM FRAMEWORK

G DeepikaJ Mary Jennifer^*

• Vellore Institute of Technology, Vellore, India

Emotional intelligence (EI) has been widely studied in the context of English as a second/foreign language (ESL/EFL) learning when the focus shifts from unidimensional cognitive aspects to multiple aspects, including the role of affective factors in language learning. This systematic review synthesises 121 research articles related to EI and ESL/EFL learning and analyses the articles using the theory, context, characteristics, and methodology (TCCM) framework. The theory section outlines the theoretical frameworks integrated in the studies. The context highlights the contributions of various countries to the field and examines the study population. The characteristics section examines the different variables of ESL/EFL investigated with EI, and the methodology addresses the data collection method, methods used to measure EI, and data analysis techniques. From the 121 selected articles, it is evident that the integration of theoretical frameworks began in the last decade. The broaden-and-build theory of positive emotions and control-value theory have been widely employed to understand how affective factors influence SLL/FLL. The majority of the studies were conducted in Iran (69), where English is a foreign language. Limited studies (six) have been conducted among school students, and all these studies were conducted among high school and secondary school students above the age of 12. Although EI has been examined in relation to various cognitive, affective, and environmental factors associated with ESL/EFL, it has been widely investigated in relation to oral communication skills and second/foreign language anxiety (SLA/FLA). The survey method (94) has been extensively used to collect data, whereas correlation (77) is a widely employed statistical test. The selected articles other than intervention studies can be categorised into four types based on their characteristics: (1) EI investigated in relation to other ESL/EFL variables; (2) EI examined with other factors, such as motivation and self-esteem, in 2 relation to ESL/EFL variables; (3) EI explored as a mediating variable between the two constructs; and (4) studies that investigate the interrelationship among EI and other ESL/EFL variables. This review also discusses future research agendas pertaining to each construct in the TCCM framework.