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Abstract
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In recent decades, affective and cognitive dimensions of language learning have received increasing attention in the field of second and foreign language acquisition. Traditional perspectives on English as a Foreign Language (EFL) learning focused predominantly on linguistic competence and cognitive ability; however, contemporary educational psychology and positive psychology frameworks emphasize the substantial role of emotional and psychological variables in academic success (Goleman, 1995; Bar-On, 2010; Wang et al., 2021). Among these variables, trait emotional intelligence (trait EI), learning engagement, and critical thinking skills have emerged as particularly influential constructs in language education.
Trait emotional intelligence refers to individuals’ self-perceptions regarding their emotional abilities and competencies situated at the personality level (Petrides & Furnham, 2001). It includes emotional awareness, emotion regulation, empathy, self-motivation, and interpersonal competence. Research has consistently shown that learners with higher emotional intelligence tend to demonstrate greater academic achievement, lower anxiety, stronger motivation, and improved classroom participation (Dewaele et al., 2008; Li, 2020; Wang & Liu, 2023). In EFL contexts specifically, emotional intelligence has been associated with language performance, speaking ability, writing achievement, and communicative confidence (Afshar & Rahimi, 2014; Shao et al., 2013; Çakici, 2017). At the same time, learner engagement has become a central construct in educational and applied linguistics research. Engagement is generally conceptualized as a multidimensional construct encompassing behavioral, emotional, cognitive, and agentic participation in learning activities (Fredricks et al., 2004; Reeve & Tseng, 2011; Mercer & Dörnyei, 2020). In language learning environments, engagement significantly predicts persistence, academic achievement, motivation, and language development (Hiver e
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