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Abstract
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The role of affective factors in second language acquisition (SLA) has gained increasing attention in recent years, particularly with the emergence of individual difference variables such as Trait Emotional Intelligence (TEI) and its impact on language learning outcomes (Brackett et al., 2011; Tseng & Gao, 2021). This research aims to investigate the predictive relationship between trait emotional intelligence and language learning engagement among Iraqi EFL learners, contributing to our understanding of psychological factors that influence successful language acquisition in specific cultural contexts.
TEI, as conceptualized by Petrides and Furnham (2001), encompasses a set of emotional self-perceptions that govern an individual’s ability to recognize, regulate, and use emotions effectively. Research has linked TEI to key language learning factors such as motivation, anxiety regulation, and self-efficacy (Dewaele et al., 2008; Hashemi & Ghanizadeh, 2011; Jin et al., 2024; Petrides et al., 2004; Thao et al., 2023). On the other hand, engagement in language learning, a multidimensional construct comprising behavioral, emotional, and cognitive components (Reeve, 2012), is considered essential for academic achievement and sustained language development (Christensen et al., 2012; Fredricks et al., 2004; Hiver, Al-Hoorie, Vitta, & Wu, 2021). The present study draws upon Mayer and Salovey’s (1997) Emotional Intelligence Theory, which posits that emotionally intelligent individuals are better equipped to manage stress, motivation, and interpersonal interactions—key factors in successful language learning (Mayer et al., 2004). Additionally, Self-Determination Theory (Ryan & Deci, 2000) provides insight into the motivational aspects of engagement, suggesting that emotionally intelligent learners may demonstrate higher levels of intrinsic motivation and persistence (Mercer & Dörnyei, 2020; Zhoc et al., 2020).
Despite the growing body of research on trait emotional intelligence
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