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


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.


Author Biographies

Tetiana Andrienko, Kyiv International University

Doctor of Sciences, Professor of the Department of Germanic Languages and Translation

Nataliia Chumak, Taras Shevchenko National University of Kyiv

PhD in Philology, Associate Professor of the Department of Foreign Languages of Institute of International Relations

Vlad Genin, UOPX, Silicon Valley-Bay Area Campus, San Francisco

PhD, Professor


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 https://psycnet.apa.org/record/2006-12699-005

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. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.5p.22

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. https://doi.org/10.15581/004.36.85-111

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 http://www.readingmatrix.com/files/14-za822316.pdf

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. https://doi.org/10.1002/ceas.12057

Hernik, J. & Jaworska, E. (2018). The effect of enjoyment on learning. http://doi.org/10.21125/inted.2018.1087

Immordino‐Yang, M. H. (2016). Why emotions are integral to learning? Retrieved 10 March from https://www.kqed.org/mindshift/45201/why-emotions-are-integral-to-learning

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. https://doi.org/10.1111/j.1751-228X.2007.00004.x

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. https://doi.org/10.1080/00223980.2015.1057096

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 https://psycnet.apa.org/record/1997-08644-000

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 https://mypages.unh.edu/jdmayer/mayer-salovey-caruso-emotional-intelligence-test-msceit

Mayer, J.D., Salovey, P. & Caruso, D.R. (2008). Emotional Intelligence: New Ability or Eclectic Traits? American Psycologist, 63 (6), 503–517. https://doi.org/10.1037/0003-066X.63.6.503

Meilleur, C. (2019). The Importance of Emotions in Learning. Knowledge One. Retrieved 3 March from https://knowledgeone.ca/in-depth-analysis-the-importance-of-emotions-in-learning/

Panksepp, J. (1998). Affective Neuroscience: The Foundations of Human and Animal Emotions. Oxford: Oxford university press. Retrieved 2 March from https://books.google.com.ua/books/about/Affective_Neuroscience.html?id=qqcRGagyEuAC&redir_esc=y

Pekrun, R. & Linnenbrink-Garcia, L. (2014). International Handbook of Emotions in Education. NY & London : Routledge. https://doi.org/10.4324/9780203148211

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. https://doi.org/10.1207/S15326985EP3702_4

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. https://doi.org/10.3389/fpsyg.2015.01307

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 https://psycnet.apa.org/record/2007-12449-009

Robinson, D.L. (2009). Brain function, mental experience and personality. The Netherlands Journal of Psychology, 64, 152-67. https://doi.org/10.1007/BF03076418

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. https://doi.org/10.3390/bs8020027

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. https://doi.org/10.3390/su12072742

Schmidt, S.J. (2017). What Does Emotion Have to Do with Learning? Everything! Journal of Food Science Education, 16(3), 64-66. https://doi.org/10.1111/1541-4329.12116

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). https://doi.org/10.7575/aiac.ijalel.v.4n.2p.229

Spirovska Tevdovska, E. (2017). The Impact of Emotional Intelligence in the Context of Language Learning and Teaching. SEEU Review, 12(1). https://doi.org/10.1515/seeur-2017-0009

Swenson, R.S. (2006) Review of clinical and functional neuroscience Retrieved 5 March from https://www.dartmouth.edu/~rswenson/NeuroSci/chapter_9.html

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. https://doi.org/10.1080/2331186X.2019.1655882

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 https://npjscilearncommunity.nature.com/users/53799-kelly-trezise/posts/18507-emotions-in-classrooms-the-need-to-understand-how-emotions-affect-learning-and-education

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. https://doi.org/10.3389/fpsyg.2017.01454

Vogel, S. & Schwabe, L. (2016). Learning and memory under stress: implications for the classroom. Sci. Learn, 1, 1–10 https://doi.org/10.1038/npjscilearn.2016.11

Zarezadeh, T. (2013). The effect of emotional intelligence in English language learning. Procedia - Social and Behavioral Sciences, 84, 1286-1289. https://doi.org/10.1016/j.sbspro.2013.06.745