THE INTERACTION BETWEEN EMOTIONAL INTELLIGENCE, SELF-EFFICACY AND FOREIGN LANGUAGE ANXIETY AMONG JORDANIAN EFL UNIVERSITY STUDENTS

Forfattere

  • Arwa Abuqudairi MA, Lecturer, Department of English Language and Literature, Islamic University of Minnesota, USA
  • Anas Awwad PhD, Associate Professor, Department of English Language and Literature, Isra University, Jordan orcid.org/0000-0002-5458-0181
  • Issam Ta’amneh PhD, Associate Professor, Department of English Language and Translation, Isra University, Jordan orcid.org/0009-0006-4185-6261

DOI:

https://doi.org/10.46827/ejel.v10i3.6348

Nøgleord:

Emotional Intelligence (EI), English as a Foreign Language (EFL), Foreign Language Anxiety (FLA), Self-Efficacy (SE)

Resumé

This study is designed to examine the effect of emotional intelligence and self-efficacy on foreign language anxiety among EFL university students. It further attempts to explore whether the aforementioned variables interact with students’ gender, age, academic qualification, study level and GPA. The study further aims to explore whether EFL students’ foreign language anxiety can be predicted by their emotional intelligence and self-efficacy. Data were collected from 187 Jordanian EFL university students. The participants' emotional intelligence, self-efficacy, and foreign language anxiety were measured using three questionnaires. The findings exhibited a modest increase in foreign language anxiety as well as emotional intelligence among Jordanian university EFL students. All three variables were significantly affected by the participants' demographic information. Furthermore, emotional intelligence and self-efficacy were found to be negatively correlated with foreign language anxiety. However, a positive correlation was observed between self-efficacy and emotional intelligence. Finally, the results revealed that emotional intelligence and self-efficacy have limited power in predicting the participants’ foreign language anxiety.

 

Article visualizations:

Hit counter

Forfatterbiografier

  • Arwa Abuqudairi, MA, Lecturer, Department of English Language and Literature, Islamic University of Minnesota, USA

    Arwa Abuqudairi is a lecturer of English Language at the Department of English Language and Literature at the Islamic University of Minnesota, USA. She holds an MA in English Language and Literature.

  • Anas Awwad, PhD, Associate Professor, Department of English Language and Literature, Isra University, Jordan orcid.org/0000-0002-5458-0181

    Anas Awwad is an Associate Professor of Applied Linguistics at Isra University, Jordan. He was awarded his PhD in Applied Linguistics from the University of Reading, UK, in 2017. His current research interests include Second Language Acquisition, Task-Based Language Teaching, Language Testing, Individual Differences, Discourse Analysis and TESOL.

    ORCID: https://orcid.org/0000-0002-5458-0181

    Google Scholar: https://scholar.google.co.uk/citations?hl=en&user=nfGfSV0AAAAJ

  • Issam Ta’amneh, PhD, Associate Professor, Department of English Language and Translation, Isra University, Jordan orcid.org/0009-0006-4185-6261

    Issam Ta’amneh is an Associate Professor of Curriculum and Methods of Teaching English at Isra University, Jordan. He holds an MA in Translation from Yarmouk University and is a member of the Jordanian Translators Association (JTA). His research interests focus on content analysis, translation, applied linguistics, contrastive analysis, language acquisition, CALL and TEFL.

    ORCID: https://orcid.org/0009-0006-4185-6261

Referencer

Abdel-Khalek, A. M. (2000). The structure of psychological well-being among Kuwaiti adolescents. Journal of Psychological Sciences, 12(4), 101–118.

Afifah, M., Ningrum, A. S. B., Wahyuni, S., & Syaifulloh, B. (2024). Self-Efficacy, Anxiety, and Emotional Intelligence: Do They Contribute to Speaking Performance? Journal of Languages and Language Teaching, 12(2), 793–806. https://doi.org/10.33394/jollt.v12i2.10798

Alkhutaba, M., Alnajjar, K., Alkhateeb, L., & Awwad, A. (2021). The Effects of Foreign Language Anxiety on Academic Self-Concept and Achievement Motivation. Journal of Positive Psychology and Wellbeing, 5(4), 1425–1436. Retrieved from https://journalppw.com/index.php/jppw/article/view/516

Aridah, Masruroh, D., & Rusmawaty, D. (2025). Foreign Language Anxiety and Its Impact on English Achievement: A Study of Gender Variations in EFL Learners. Voices of English Language Education Society, 9(1), 86–95. https://doi.org/10.29408/veles.v9i1.28279

Awwad, A. A. (2022). The Impact of EFL Teachers’ Emotional Intelligence and Teacher-Related Variables on Self-Reported EFL Teaching Practices. World Journal of English Language, 12(6), 166–175. https://doi.org/10.5430/wjel.v12n6p166

Awwad, A., & Alkhutaba, M. (2021). Self-efficacy and emotional intelligence as psychological variables: To what extent do they affect mastering English language skills among university students? Journal of Positive Psychology and Wellbeing, 5(4), 1385–1399. Retrieved from https://journalppw.com/index.php/jppw/article/view/513

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. New York: Prentice-Hall. Retrieved from https://psycnet.apa.org/record/1985-98423-000

Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71–81). New York: Academic Press. Retrieved from https://albertbandura.com/albert-bandura-self-efficacy.html

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman. Retrieved from https://psycnet.apa.org/record/1997-08589-000

Bar-On, R. (1997). The Emotional Quotient Inventory (EQ-I): Technical manual. New York: Multi-Health Systems. Retrieved from https://www.researchgate.net/publication/6509274_The_Bar-On_Model_of_Emotional-Social_Intelligence

Bar-On, R. (2004). The Bar-On Emotional Quotient Inventory (EQ-i): Rationale, description and psychometric properties. In G. Geher (Ed.), Measuring emotional intelligence: Common ground and controversy (pp. 115–145). Toronto: Nova Science Publishers. Retrieved from https://psycnet.apa.org/record/2004-19636-006

Bar-On, R. (2006). The Bar-On model of emotional-social intelligence (ESI). Psicothema, 18(1), 13–25. Retrieved from https://psycnet.apa.org/record/2006-12699-003

Budak, T., & Mede, E. (2022). The relationship between emotional intelligence, foreign language anxiety, and demotivational factors in language preparatory programs. Colombian Applied Linguistics, 24(1), 6–22. https://doi.org/10.14483/22487085.17859

Chemers, M. M., Hu, L. T., & Garcia, B. F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55–64. https://doi.org/10.1037/0022-0663.93.1.55

Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books. Retrieved from https://books.google.nl/books/about/Frames_of_Mind.html?id=ZvJKPgAACAAJ&redir_esc=y

George, J. M. (2000). Emotions and leadership: The role of emotional intelligence. Human Relations, 53(8), 1027–1055. https://doi.org/10.1177/0018726700538001

Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books. https://doi.org/10.1037/h0095822

Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books. Retrieved from https://www.schoolofeducators.com/wp-content/uploads/2008/07/emotional-intelligence.pdf

Güneş, H. (2025). The Interrelations Among English Language Self-Efficacy, Enjoyment, Anxiety, and Achievement of University Students [Unpublished Ph.D. dissertation]. Hacettepe University, Turkey. Retrieved from https://eric.ed.gov/?id=ED672776

Hall, S., & Vance, E. A. (2010). Improving self-efficacy in Statistics: Role of self-explanation and feedback. Journal of Statistics Education, 18(3), 1–22. https://doi.org/10.1080/10691898.2010.11889583

Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112–126. Retrieved from https://www.cambridge.org/core/journals/annual-review-of-applied-linguistics/article/abs/language-anxiety-and-achievement/4DBB97FCB69BD1632CBBDAD96C81884E

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.2307/327317

Huerta, M., Perez, M. V., & Reyes, C. (2017). Emotional intelligence, writing anxiety, and self-efficacy of university students in the United States. Journal of Writing Research, 9(2), 163–181.

Jee, H. (2019). The relationship between foreign language anxiety and self-efficacy of the readers, writers, speakers, and listeners of intermediate Korean as a foreign language (KFL). The Korean Journal of English Language and Linguistics, 19(4), 118–132.

Kostić-Bobanović, M. (2020). Perceived emotional intelligence and self-efficacy among novice and experienced foreign language teachers. Economic Research, 33(1), 1200–1213. https://doi.org/10.1080/1331677X.2019.1710232

Li, H., Srisawat, P., & Voracharoensri, S. (2025). The influence of mindfulness, resilience, and self-efficacy on foreign language anxiety among Chinese college students. Journal of Education and Learning, 19(4), 2024–2032. Retrieved from https://doi.org/10.11591/edulearn.v19i4.23075

Lunenberg, F. C. (2011). Self-efficacy in the workplace: Implications for motivation and performance. International Journal of Management, Business, and Administration, 14(1), 1–6. Retrieved from https://www.nationalforum.com/Electronic%20Journal%20Volumes/Lunenburg,%20Fred%20C.%20Self-Efficacy%20in%20the%20Workplace%20IJMBA%20V14%20N1%202011.pdf

Luszczynska, A., Piko, B., & Januszewicz, A. (2014). Self-efficacy and adolescent’s health. In R. J. R. Levesque (Ed.), Encyclopedia of adolescences. New York: Springer.

Macintyre, P. D., & Gardner, R. C. (1989). The language anxiety scale: A measure of language-learning anxiety. Language Learning, 39(2), 271–294.

Maddux, J. E., & Gosselin, J. T. (2012). Self-efficacy. In K. Deaux & M. Snyder (Eds.), The Oxford handbook of personality and social psychology (pp. 217–230). Oxford: Oxford University Press. Retrieved from https://academic.oup.com/edited-volume/34541

Mayer, J. D., & Salovey, P. (1997). What Is Emotional Intelligence? In P. Salovey & D. J. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications. New York: Basic Books. Retrieved from https://www.researchgate.net/publication/284682534_Emotional_Development_and_Emotional_Intelligence_Educational_Implications

Mayer, J. D., Salovey, P., & Caruso, D. R. (2001). Models of emotional intelligence. In R. J. Sternberg & J. C. Kaufman (Eds.), The handbook of emotional intelligence (pp. 39–65). Cambridge: Cambridge University Press. Retrieved from https://books.google.nl/books/about/The_Cambridge_Handbook_of_Intelligence.html?id=FtYeTcNwzQ4C&redir_esc=y

Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). Emotional intelligence: Theory, findings, and implications. Psychological Inquiry, 15(3), 197–215. Retrieved from https://aec6905spring2013.wordpress.com/wp-content/uploads/2013/01/mayersaloveycaruso-2004.pdf

Oteir, I. N., & Al-Otaibi, A. N. (2019). Foreign Language Anxiety: A Systematic Review. Arab World English Journal, 10(3), 309–317. Retrieved from https://dx.doi.org/10.24093/awej/vol10no3.21

Özer, Ö., & Akçayoğlu, D. İ. (2021). Examining the roles of self-efficacy beliefs, self-regulated learning and foreign language anxiety in the academic achievement of tertiary EFL learners. Participatory Educational Research, 8(2), 357–372. https://doi.org/10.17275/per.21.43.8.2

Petrides, K. V., & Furnham, A. (2003). Trait emotional intelligence: Behavioural validation in two studies of emotion recognition and reactivity to mood induction. European Journal of Personality, 17(1), 39–57. Retrieved from https://www.psychometriclab.com/adminsdata/files/EJP%20(2003)%20-%20T_EI.pdf

Radwan, S. J. (2010). The impact of self-efficacy in reducing anxiety, a field study on students of the College of Applied Education in the Sultanate of Oman. Al-Baseera Center for Research, Consultation and Learning Services, 3, 9–33.

Rastegar, M., & Memarpour, S. (2009). The relationship between emotional intelligence and self-efficacy among Iranian EFL teachers. System, 37(4), 700–707. https://doi.org/10.1016/j.system.2009.09.013

Salovey, P., & Mayer, J. D. (1990). Emotional Intelligence. Imagination, Cognition and Personality, 9(3), 185–211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG

Şakrak, T. (2009). The Relationship between Emotional Intelligence and Foreign Language Anxiety of Turkish University Students. Journal of Language and Linguistic Studies, 5(2), 1–15. Retrieved from https://repository.bilkent.edu.tr/items/7e354333-44b0-402a-b48e-8b5b44184058

Schwarzer, R., & Jerusalem, M. (1989). The General Self-Efficacy Scale. In R. Schwarzer (Ed.), Self-efficacy: Thought control of action (pp. 17–37). Vancouver: Hemisphere Publishing. Retrieved from https://www.researchgate.net/publication/311570532_The_general_self-efficacy_scale_GSE

Shirkhani, S., & Mir Mohammad Meigouni, E. A. (2020). Oral communication strategies used by Iranian EFL learners and their relationship with the learners’ self-efficacy beliefs and anxiety level. Research in English Language Pedagogy, 8(1), 1–20. Retrieved from https://journals.iau.ir/article_669075.html

Tran, T. T. T. (2012). A Review of Horwitz, Horwitz and Cope's Theory of Foreign Language Anxiety and the Challenges to the Theory. English Language Teaching, 5(1), 69–75. http://dx.doi.org/10.5539/elt.v5n1p69

Yilmaz, K. (2009). A new approach to the development of an emotional intelligence scale for university students. Educational Sciences: Theory & Practice, 9(3), 1335–1349.

Young, D. J. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75(4), 426–439. https://doi.org/10.2307/329492

Downloads

Publiceret

2025-10-27

Nummer

Årg. 10 Nr. 3 (2025)

Sektion

Articles

Licens

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).