Tetiana Andrienko, Nataliia Chumak, Vlad Genin


Studying the factors of successful acquisition of ESL speaking skills in Ukrainian adult learners, the authors focused on the correlation between emotional intelligence and development of oral communication skills, and, on the other hand, on the growth of these indicators as a result of purposeful inclusion of content-related emotions into activities aimed at the development of speaking and listening skills. Theoretically based on the ideas of emotional intelligence as an important factor in human interaction and guided by the hypothesis that content-related emotions intensify emotional involvement and have a positive influence on the acquisition of oral communication skills, the researchers applied Mayer-Salovey-Caruso Emotional Intelligence Test and the English Language Oral Communication Skills Test developed by the authors, to measure the key oral communication skills indicators against a 100 point scale. Experimental teaching of 124 undergraduate students of International Relations during September 2018 – May 2019 proved a beneficial influence of including emotions in the learning activities on the acquisition of ESL oral communication skills, as well as on student motivation and overall quality of student experiences. Significant increments in Emotional Intelligence and ESL oral communication skills in the experimental group compared to insignificant growth of the same indicators in the Reference group allow to establish a positive correlation between the growth of emotional intelligence and acquisition of the ESL speaking skills pursuant to inclusion of content-related emotions into the ESL learning in Ukrainian students.



emotional intelligence; ESL learning; oral communication skills; content-related emotions; adult education

Full Text:



Brackett, M.A. & Salovey, P. (2006) Measuring emotional intelligence with the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Psicothema, 18, 34-41. Retrieved 20 February from

Esmaeeli Zohre, Masoud Khalili Sabet and Yadollah Shahabi (2018). The Relationship between Emotional Intelligence and Speaking Skills of Iranian Advanced EFL Learners. International Journal of Applied Linguistics & English Literature, 7(5), 22-28.

Estrada, M., Monferrer, D., & Moliner, M.A. (2019). The Relation between Learning Styles according to the Whole Brain Model and Emotional Intelligence: A Study of University Students. Estudios Sobre Educacion, 26, 85-111.

Genç G., Kuluşaklı E., Aydın, S. (2016). The Relationship between Emotional Intelligence and Productive Language Skills. The Reading Matrix: An International Online Journal, 16, 91-105. Retrieved 2 March from

Gutierrez, D., Mullen, P.R., & Fox, J. (2017). Exploring Emotional Intelligence Among Master's‐Level Counseling Trainees. Counselor Education and Supervision, 56(1), 19-32.

Hernik, J. & Jaworska, E. (2018). The effect of enjoyment on learning.

Immordino‐Yang, M. H. (2016). Why emotions are integral to learning? Retrieved 10 March from

Immordino‐Yang, M.H., Damasico, A.R. (2007). We feel, therefore, we learn: The relevance of affective and social neuroscience to education. Mind, Brain, and Education, 1(1), 3–10.

Krishnakumar, S., Hopkins, К., Szmerekovsky, J., & Robinson, M.D. (2016). Assessing Workplace Emotional Intelligence: Development and Validation of an Ability-based Measure. The Journal of Psychology Interdisciplinary and Applied, 150 (3), 371-404.

Mayer, J.D. & Salovey, P. (1997). What is Emotional Intelligence? In P.Salovey & D.J. Sluyter (Eds.), Emotional Development and Emotional Intelligence: Educational Implications (pp.3-34). New York : BasicBooks; Harper Collins Publishers. Retrieved 2 March from

Mayer, J.D., Salovey, P., & Caruso, D. (2002). Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Toronto, Ontario: Multi-Health Systems, Inc. Retrieved 2 March from

Mayer, J.D., Salovey, P. & Caruso, D.R. (2008). Emotional Intelligence: New Ability or Eclectic Traits? American Psycologist, 63 (6), 503–517.

Meilleur, C. (2019). The Importance of Emotions in Learning. Knowledge One. Retrieved 3 March from

Panksepp, J. (1998). Affective Neuroscience: The Foundations of Human and Animal Emotions. Oxford: Oxford university press. Retrieved 2 March from

Pekrun, R. & Linnenbrink-Garcia, L. (2014). International Handbook of Emotions in Education. NY & London : Routledge.

Pekrun, R., Goetz, T., Titz, W. & Perry, R.P. (2002). Academic Emotions in Students’ Self-Regulated Learning and Achievent: A Program of Qualitative and Quantitative Research. Educational Psychologist, 37 (2), 91-105.

Rigoni, D., Demanet, J. & Sartori, G. (2015). Happiness in action: the impact of positive affect on the time of the conscious intention to act. Frontiers in Psychology, 6, 1307.

Rivers, S.E., Brackett, M.A., Salovey, P. & Mayer, J.D. (2007). Measuring Emotional Intelligence as a set of mental abilities. In G. Matthews, M. Zeidner, & R. D. Roberts (Eds.), The science of emotional intelligence: Knowns and unknowns (pp. 231-257). Oxford University Press. Retrieved 4 March from

Robinson, D.L. (2009). Brain function, mental experience and personality. The Netherlands Journal of Psychology, 64, 152-67.

Rowe, A.D. & Fitness, J. (2018). Understanding the Role of Negative Emotions in Adult Learning and Achievement: A Social Functional Perspective. Behavioral Sciences, 8(2), 27.

Salavera, C., Usán, P., Teruel, P., & Antoñanzas, J.L. (2020). Eudaimonic Well-Being in Adolescents: The Role of Trait Emotional Intelligence and Personality. Sustainability, 12 (7), 2742.

Schmidt, S.J. (2017). What Does Emotion Have to Do with Learning? Everything! Journal of Food Science Education, 16(3), 64-66.

Shakarami, A. & Khajehei, H. (2015). How Emotional Intelligence and Language Learning Strategies Interact in an EFL Setting. International Journal of Applied Linguistics & English Literature, 4 (2).

Spirovska Tevdovska, E. (2017). The Impact of Emotional Intelligence in the Context of Language Learning and Teaching. SEEU Review, 12(1).

Swenson, R.S. (2006) Review of clinical and functional neuroscience Retrieved 5 March from

Taheri, H., Bagheri, M., Sadighi, F., & Bavali, M. (2019). EFL learners’ L2 achievement and its relationship with cognitive intelligence, emotional intelligence, learning styles, and language learning strategies. Cogent Education, 6.

Tresize, K., Bourgeois, A. & Luck, C. (2017). Emotions in classroom: The need to understanf how emotions affect learning and education. NPJ Science of Learning. Retrieved 6 March from

Tyng, C.M, Amin, H.U., Saad, M.N.M., & Malik, A.S. (2017).The Influences of Emotion on Learning and Memory. Frontiers of Psychology, 8, 1454.

Vogel, S. & Schwabe, L. (2016). Learning and memory under stress: implications for the classroom. Sci. Learn, 1, 1–10

Zarezadeh, T. (2013). The effect of emotional intelligence in English language learning. Procedia - Social and Behavioral Sciences, 84, 1286-1289.

Copyright (c) 2020 Tetiana Petrivna Andrienko, Nataliia Anatoliyivna Chumak, Vlad Genin

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

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