A Systematic Review of Studies on Emotional Intelligence in Teaching and Learning in the Turkish Context between 2016 and 2023

Date

2024-01-01

Author

Arda, Çisem
Kaçar, Işıl Günseli

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

42
views

0
downloads

Cite This

This study aims to investigate the studies on emotional intelligence in language learning and teaching in the Turkish context between 2016 and 2023 to explore the research trends and present implications for practice. The databases including Web of Science, ERIC, JSTOR, EBSCO, PsycInfo, and Dergi Park reviewed, and after a detailed examination 16 articles were included in the analysis. The results of the investigation showed that emotional intelligence has grown signi icantly recently in the Turkish EFL setting, particularly in the 2020s. Nevertheless, as the quantity of articles under investigation clearly indicates, there is still a dearth of studies on EFL in Turkey. The quantitative research was found to be the most often used research design among the publications that were analyzed. Emotional intelligence was scrutinized through its association with four language skills, foreign language anxiety, language mindsets, and personality traits of learners. Additionally, the examination encompassed its connection to the learning process, learner autonomy, and teachers' attitudes toward the teaching profession. Keywords: Emotional intelligence, second language learning, EFL classroom, systematic review

URI

https://www.nobelyayin.com/en/positive-psychology-components-in-language-learning-and-teaching-in-the-turkish-context-21585.html
https://hdl.handle.net/11511/117921

Collections

Department of Foreign Language Education, Book / Book chapter