Investigating the effect of the virtual and presential classes on developing the Algerian EFL learners emotional intelligence
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Date
2023
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Publisher
University of Oum El Bouaghi
Abstract
Emotional Intelligence (EI) has been a topic of much interest and research in recent years. Due to its positive impacts on language learning. Researchers in education are always trying to propose new ways to maximize the effects of emotional intelligence in language classrooms. The major aim of the current study is to investigate the effect of the presential and virtual classes on the development of EFL learners' emotional intelligence in oral expression courses. Accordingly, a quantitative method model based on an experiment is adopted in order to examine the research hypothesis that the presential or the virtual teaching mode has a higher effect on the enhancement of EFL students EI. The experiment was conducted with two groups of second-year students of English at Larbi Ben M'hidi University. The Emotional Quotient Inventory (EQ-i) was used to collect data about the students' EI levels. The results obtained revealed that there was a statistically significant stability in the overall EI levels of participants in both experimental groups, reflecting an average emotional intelligence level. Moreover, perceptions towards the use, effectiveness, and difficulty of the activities applied in the training indicated a noticeable increase albeit remaining at an average level.Finally, the lack of amelioration in the results of the virtual group and the noteworthy improvement in the presential group results led to the conclusion that the training was effective in enhancing theEI level and therefore the research hypothesis was confirmed. Eventually, it is recommended that EI competencies should be integrated in language classes. Also, students can use them to ease their language learning process and heighten their EI levels.
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Keywords
Emotional intelligence; Presential and virtual classes; Emotional quotient inventory