This study validates the Second Language Trait Emotional Intelligence (L2-TEI) scale among Saudi English language learners and examines its relation to language engagement. Using a sample of 415 students, the research evaluates four measurement models—Confirmatory Factor Analysis (CFA), Exploratory Structural Equation Modeling (ESEM), bifactor CFA, and bifactor ESEM—to establish factorial validity, with bifactor ESEM yielding the best fit. The L2-TEI scale includes four factors: emotionality, self-control, well-being, and sociability, with overall TEI also significantly linked to language engagement.
Results indicate that global TEI and specific factors, particularly well-being and sociability, predict engagement, explaining 73% of the variance. This suggests that emotional intelligence significantly influences learners’ active involvement in language learning tasks. The study advocates for using domain-specific emotional intelligence scales, like the L2-TEI, in language learning research, noting that it offers predictive insights for student engagement beyond general EI measures. These findings underscore the importance of integrating emotional intelligence development into language learning programs to enhance student engagement and outcomes.