EMOTIONAL INTELLIGENCE IN FOREIGN LANGUAGE EDUCATION: A MULTIDIMENSIONAL FRAMEWORK LINKING ANXIETY, ENJOYMENT, AND WILLINGNESS TO COMMUNICATE

Authors

  • Milieva, Muattar Gaffarovna Associate Professor of the Department of Pedagogy and Psychology, PhD in Psychology, Uzbekistan State World Languages University Author

Keywords:

Emotional intelligence; foreign language learning; EFL; foreign language anxiety; foreign language enjoyment; willingness to communicate; communicative competence; artificial intelligence; positive psychology; language education.

Abstract

The contemporary study of foreign language learning increasingly recognizes that successful communication depends not only on linguistic knowledge but also on learners’ capacity to understand, regulate, and use emotions productively. This article examines the role of emotional intelligence (EI) in foreign language education and develops an integrative framework connecting EI with foreign language anxiety (FLA), foreign language enjoyment (FLE), willingness to communicate (WTC), teacher support, and AI-mediated practice. The article is based on an integrative review of theoretical and empirical literature, with particular attention to recent systematic reviews, meta-analytic evidence, and studies published in 2024–2026.

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Published

2026-06-09

Issue

Vol. 2 No. 6 (2026): WBEL

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

EMOTIONAL INTELLIGENCE IN FOREIGN LANGUAGE EDUCATION: A MULTIDIMENSIONAL FRAMEWORK LINKING ANXIETY, ENJOYMENT, AND WILLINGNESS TO COMMUNICATE. (2026). World Bulletin of Education and Learning, 2(6), 42-53. https://worldbulletin.org/index.php/1/article/view/485