Iryna Zadorozhna, Olha Datskiv, Nataliia Levchyk


The purpose of this paper is to investigate the development of pre-service foreign languages teachers’ emotional intelligence by means of reflection. 70 students of Ternopil Volodymyr Hnatiuk National Pedagogical University, Department of Foreign Languages, participated in the study for four years. Among them, there were 67 females and 3 males aged 18 to 26. Research instruments used in the study are Self-Rated Emotional Intelligence Scale and Reflection in Learning Scale. Following the completion of these self-rated questionnaires in the first semester of their programme, the participants were engaged in reflective practice by means of three reflective tools – writing journals, reflective portfolios and reflective classroom discussions. Five domains of emotional intelligence (perceiving, using, understanding, managing emotions and social management) became an integral part of reflection. It was hypothesised that a relationship between emotional intelligence and reflective practice would emerge. At the end of the eighth semester, the participants self-assessed their emotional intelligence and reflective skills again using the same instruments. Results indicate that systematic reflection develops pre-service foreign languages teachers’ emotional intelligence. In addition, classroom discussions revealed the need for reflection in a foreign language for personal and professional development of the participants. We conclude that there is a relationship between the level of pre-service foreign languages teachers’ emotional intelligence and the development of their reflective skills. The findings of the study can be applied in the design and implementation of educational programmes for pre-service foreign languages teachers.


pre-service foreign languages teachers; emotional intelligence; reflection; emotions; writing journal; reflective portfolio; reflective classroom discussion

Full Text:



Barłożek, N. (2015). EFL Teachers’ Affective Competencies and Their Relationships with the Students. In Piechurska-Kuciel E., Szyszka M. (Eds), The Ecosystem of the Foreign Language Learner. Second Language Learning and Teaching (pp.97-115). Switzerland, Cham: Springer International Publishing.

Brackett, M., Rivers S. et al. (2006) Relating Emotional Abilities to Social Functioning: A Comparison of Self-Report and Performance Measures of Emotional Intelligence. Journal of Personality and Social Psychology, 91(4), 780-795.

Boyd, E.M., & Fales, A. W. (1983). Reflective learning: key to learning from experience. Journal of Humanistic Psychology, 23, 99-117.

Chau, J., & Cheng, G. (2012). Developing Chinese Students’ Reflective Second Language Learning Skills in Higher Education. The Journal of Language Teaching and Learning, 2(1), 15-32.

Datskiv, O. (2017). Developing future English teachers’ emotional intelligence via dramatisation. Naukovi zapy`sky` Ternopil`s`kogo nacional`nogo universy`tetu imeni Volody`my`ra Gnatyuka. Seriya: pedagogika, 4, 49-56.

Goleman, D. (1996). Emotional Intelligence: Why It Can Matter More than IQ. London: Bloomsbury.

Gill, G. (2014) The nature of reflective practice and emotional intelligence in tutorial settings. Journal of Education and Learning, 3 (1), 86-100.

Goleman, D. (2000). Working with Emotional Intelligence. New York, USA: Bantam Books.

Gibbs, G. (1988). Learning by doing: a guide to teaching and learning methods. London: Further Education Unit.

Zadorozhna, I. (2017). Reflective foreign language teaching and learning of university students. Naukovi zapy`sky` Ternopil`s`kogo nacional`nogo universy`tetu imeni Volody`my`ra Gnatyuka. Seriya: pedagogika, 4, 6-12.

Quesada Pacheco, A. (2011). Reflective teaching and its impact on foreign language teaching. Actualidades Investigativas en Educación 5(3), 1-19.

Kalk, K., Luik, P., Taimalu, M., & Täht, K. (2014). Validity and Reliability of Two Instruments to Measure Reflection: A Confirmatory Study. Trames: A Journal of the Humanities and Social Sciences, 18(2), 121-134.

Mayer, J., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey, & D. J. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp.3-31). New York, NY. Basic Books.

Oz, H., Demirezen, M., & Pourfeiz, J. (2015). Emotional Intelligence and Attitudes Towards Foreign Language Learning: Pursuit of Relevance and Implications. Procedia – Social and Behavioral Sciences, 186, 416-423.

Saienko, N. (2017). Cognitive development of students in foreign language acquisition. Advanced Education, 7, 4-8.

Shoffner, M. (2009). The place of personal: exploring the affective domain through reflection in teacher preparation. Teaching and Teacher Education, 25, 783-789.

Sobral, D. (2001). Medical students’ reflection in learning in relation to approaches to study and academic achievement. Medical Teacher, 23(5), 508-513.

Thorpe, K. (2004) Reflective learning journals: from concept to practice. Reflective Practice, 5(3), 327-343.

Zarafshan, M., Areshiri, M. (2012). The Relationship between Emotional Intelligence, Language Learning Strategies and English Proficiency among Iranian EFL University Students. Journal of Educational and Instructional Studies in the World, 2 (3), 105-114.

Copyright (c) 2018 Iryna Pavlivna Zadorozhna, Olha Pavlivna Datskiv, Nataliia Stefanivna Levchyk

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

ISSN 2410-8286 (Online), ISSN 2409-3351 (Print)