Emotional Intelligence Survey in the English as a Foreign Language Classroom: Teachers and Learners

Lucia Fraga Viñas; Paula Moure Blanco

doi:10.18172/jes.5247

Authors

Lucia Fraga Viñas Universidade da Coruña https://orcid.org/0000-0003-4602-3593
Paula Moure Blanco Universidade Da Coruña https://orcid.org/0000-0003-1115-8922

DOI:

https://doi.org/10.18172/jes.5247

Keywords:

EFL, Emotional Intelligence, PBL, emotions, TEFL

Abstract

Current society demands people with different attitudes and competences who are able to thrive in the global world. Since its appearance in the 1990s, the relevance of the concept of Emotional Intelligence has only grown within the education system, as it is seen by recent research as an essential competence that needs to be developed to achieve the holistic training of students. This study was conducted in a high school of Spain with the participation of the English department and 49 English learners who answered some questionnaires to examine how teachers and students from a EFL classroom context perceive issues related with Emotional Intelligence such as the perception and expression of emotion, emotional facilitation of thinking, understanding of emotion and regulation of emotion. Besides, it spotlights their potential interest in working with some projects proposed following the Project Based Learning (PBL) approach. Results showed a growing awareness of own and other’s emotions among the participants and their interest in developing the projects to work on Emotional Intelligence in the EFL classroom.

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Author Biography

Lucia Fraga Viñas, Universidade da Coruña

Lucía Fraga Viñas es investigadora en la Universidade da Coruña (UDC), de la UNED (CA A Coruña) y traductora e intérprete jurada. Tiene un Doctorado (2019) en Estudios Ingleses Avanzados: Lingüística, Literatura y Cultura con la tesis: "Adecuación de los instrumentos de evaluación en los certificados oficiales de inglés a las directrices marcadas por el Marco Común Europeo de Referencia: Un análisis sobre la implementación efectiva de rúbricas" que obtuvo una calificación de Cum Laude. Lucía Fraga es miembro del grupo de investigación DILEC de la Universidad de A Coruña y ha trabajado como docente en las facultades de filología y humanidades de la UDC. Licenciada en Traducción e Interpretación (Universidad de Vigo) y con un máster en Formación de Profesorado de Educación Secundaria (Universidad de A Coruña). Sus principales áreas de investigación son las de ILE, Enseñanza de Inglés como Lengua Extranjera, evaluación, rúbricas, el MCER y traducción.

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