Language teacher emotional intelligence: A scoping review

Yicheng Cai; Honggang Liu

doi:10.59400/fes.v2i4.1599

Language teacher emotional intelligence: A scoping review

Yicheng Cai School of Foreign Languages, Soochow University, Suzhou 215006, China
Honggang Liu School of Foreign Languages, Soochow University, Suzhou 215006, China

Article ID: 1599

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DOI: https://doi.org/10.59400/fes.v2i4.1599

Keywords: language teachers; emotional intelligence; scoping review; foreign language; second language

Abstract

The current study reviewed and synthesized empirical research on foreign/second language teacher emotional intelligence (EI) using a scoping review approach. Specifically, 15 articles published between 2018 and 2024 were included and analyzed with a particular emphasis on the theoretical perspectives, research themes, research background, and methodologies. The results indicated that there were a variety of models and theories in language teacher EI research, with the trait EI model and theories of self-efficacy and emotion regulation receiving the most attention. Moreover, most reviewed studies regarded language teacher EI as an independent variable or antecedent, examining its impact on other individual and environmental variables. Underdeveloped regions, other target languages apart from English, multilingual teachers, and primary or secondary school teachers haven’t received much attention in the included articles. Additionally, homogenization in research design among these studies was noticeable, with quantitative studies, cross-sectional design, and self-reported questionnaires being prevalent. Finally, implications were provided based on these findings for the further development of language teacher EI.

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Published

2024-11-06

How to Cite

Cai, Y., & Liu, H. (2024). Language teacher emotional intelligence: A scoping review. Forum for Education Studies, 2(4), 1599. https://doi.org/10.59400/fes.v2i4.1599

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