DefinePK

Abstract

In the second language (L2) learning context, speaking proficiency remains one of the most important yet challenging skills to be acquired, demanding not only linguistic competence but also emotional regulation and social adaptability. The present study investigates the correlation between emotional intelligence (EI) and English-speaking proficiency among graduate-level ESL learners in Pakistan, with an additional focus on the role of gender keeping learning achievement, an indicator of IQ, as a controlled variable. A total of 250 ESL students from the Department of English Linguistics, the Islamia University of Bahawalpur, participated in the study. Data were collected using TOEIC speaking proficiency test to assess proficiency of ESL learners and standardized EI questionnaires, combining items of trait, ability, and global EI. To analyze the data, Person’s product-moment correlation analysis was conducted. The data analysis revealed that trait EI and global EI had a significant and positive correlation with L2 speaking proficiency, even when learning achievement was held constant. However, ability EI showed weaker or non-significant correlation. The findings of the present study also indicated that the sub-factors of trait EI: well-being, self-control, emotionality, sociability, and motivation have contributed to learners’ speaking proficiency. The research also investigated how gender correlated with EI and its sub-types, and the findings revealed that both male and female participants benefited from EI in improving their English speaking proficiency. Female participants demonstrated slightly higher association between their EI, specially trait EI, and their L2 speaking skills. The findings of this study reveal that communicative competence in L2 is not merely a cognitive process. It is also shaped how a learner is able to control their emotions and use their emotions for better performance. The learners should be able to use and control their emotions effectively in order to perform well in L2 settings. Thus, L2 instruction and pedagogical practices should foster learners’ communicative competence, confidence, resilience and overall EI for effective L2 performance.