The paper titled "The Role of Emotional Intelligence in the EFL Classroom: Reflections of EFL Teachers" by Ismail Alrefaai and Sayed Ali Shah explores the significance of emotional intelligence (EI) in English as a Foreign Language (EFL) teaching and learning contexts. The study aims to examine the role of EI training in the EFL classroom by analyzing various research articles related to EI, with a particular focus on its application in EFL settings.
The authors employ a literature review methodology to investigate the topic, examining multiple studies that highlight the importance of EI for both EFL teachers and students. The key findings suggest that EI is crucial for teacher effectiveness and student academic achievement. The research indicates that EI can be developed through training, and there is a strong correlation between EI and success in learning English.
The paper discusses several aspects of EI in the EFL context, including its impact on academic performance, the relationship between EI and language skills, and the role of EI in creating a supportive learning environment. The authors highlight the four branches of EI: perceiving emotions, using emotions to facilitate thought, understanding emotions, and managing emotions. They argue that EFL teachers need to develop these skills to effectively manage their own emotions and those of their students.
The study concludes that educational institutions should implement EI training programs for EFL teachers as part of their pre-service and in-service preparation. Such programs would enable teachers to better manage their own emotions and those of their students, ultimately facilitating the learning-teaching process. The authors also emphasize the need to raise awareness among parents about the importance of EI in their children's educational success.
The paper's conclusions highlight the significance of EI in EFL teaching and learning, suggesting that it should be considered alongside academic achievement in educational settings. The authors call for further empirical studies to explore the role of EI in the EFL classroom, considering variables such as student level, gender, motivation, and teacher training. This research contributes to the growing body of literature emphasizing the importance of emotional intelligence in language education and provides valuable insights for EFL educators and institutions seeking to enhance their teaching practices and student outcomes.