Examining emotional intelligence within the context of positive psychology interventions
Open accessAbstract
Emotional intelligence has not been widely studied in second language acquisition and studies published to date have been questionnaire-based. In this study we take a qualitative approach to focus on how emotional intelligence is used by two participants, one a learner and the other a pre-service teacher. The two focal participants were selected because they showed the most positive movement toward attaining their possible future L2 selves among a larger sample. Analysis shows the ways in which four branches of emotional intelligence inter-acted as respondents worked with three activities adapted from the literature on positive psychology: savouring, three good things, and learned optimism. This paper shows how both the learner and teacher employed emotional intelligence to understand and integrate their experiences inside and outside the classroom as part of the language learning and teaching process.
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Factors like happiness, emotional intelligence, love, and pride were studied along with negative factors such as foreign language classroom anxiety and negative learning environment in empirical studies to realize the power of positive emotions for creating a balance.
“Accordingly, factors like happiness, emotional intelligence, love, and pride were studied along with negative factors such as foreign language classroom anxiety and negative learning environment in the empirical studies that followed to realize the power of positive emotions for creating a balance (Chaffee et al., 2014; Dewaele and MacIntyre, 2014; Gregersen et al., 2014).”
From Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021) · cites this paper as Gregersen et al., 2014
Cites
Positive Psychology Progress: Empirical Validation of Interventions.
Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005) · American Psychologist · doi:10.1037/0003-066x.60.5.410 · Cited by 5,947 · see citing works
The broaden–and–build theory of positive emotions
Fredrickson, B. L. (2004) · Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences · doi:10.1098/rstb.2004.1512 · Cited by 4,214 · see citing works
Fredrickson, B. L. (2001) · American Psychologist · doi:10.1037//0003-066x.56.3.218 · Cited by 3,512 · see citing works
Positive education: positive psychology and classroom interventions
Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009) · Oxford Review of Education · doi:10.1080/03054980902934563 · Cited by 2,106 · see citing works
A review and critique of emotional intelligence measures
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Moafian, F., & Ghanizadeh, A. (2009) · System · doi:10.1016/j.system.2009.09.014 · Cited by 144 · see citing works
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Wang, Y., Derakhshan, A., & Zhang, L. J. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.731721 · Cited by 762 · see citing works
“Accordingly, factors like happiness, emotional intelligence, love, and pride were studied along with negative factors such as foreign language classroom anxiety and negative learning environment in the empirical studies that followed to realize the power of positive emotions for creating a balance (Chaffee et al., 201…”
BackgroundSetting an Agenda for Positive Psychology in SLA: Theory, Practice, and Research
MACINTYRE, P. D., GREGERSEN, T., & MERCER, S. (2019) · The Modern Language Journal · doi:10.1111/modl.12544 · Cited by 579 · see citing works
Self-citationClassroom anxiety and enjoyment in CLIL and non-CLIL: Does the target language matter?
De Smet, A., Mettewie, L., Galand, B., Hiligsmann, P., & Van Mensel, L. (2018) · Studies in Second Language Learning and Teaching · doi:10.14746/ssllt.2018.8.1.3 · Cited by 101 · see citing works
Liu, L., Fathi, J., Allahveysi, S. P., & Kamran, K. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1137357 · Cited by 68 · see citing works
- Authors
- Gregerson, T., MacIntyre, P. D., Hein Finegan, K., Read Talbot, K., & Claman, S. L.
- Affiliations
- University of Northern Iowa (US)
- Cape Breton University (CA)
- Corresponding author
- Gregerson, Tammy
- MacIntyre, Peter D.
- Claman, Shelby L.
- ORCID
- MacIntyre, Peter D.
- Venue
- Studies in Second Language Learning and Teaching
- Publisher
- Adam Mickiewicz University Poznan
- Published
- 2014-01-01
- Volume
- 4
- Issue
- 2
- Pages
- 327-353
- ISSN
- 2083-5205 (ISSN-L)
- 2084-1965
- OpenAlex
- W2059346186
- Cited by
- 55
- References
- 6
- Citations by year
- 2026: 3 · 2025: 8 · 2024: 4 · 2023: 8 · 2022: 11 · 2021: 6 · 2019: 6 · 2018: 3 · 2017: 2 · 2016: 4
- FWCI
- 14.12
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by
- Locations
- Studies in Second Language Learning and Teaching (publishedVersion, cc-by)
- Pressto (Uniwersytetu Adama Mickiewicza) (submittedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Repozytorium Uniwersytetu im. Adama Mickiewicza (Adam Mickiewicz University in Poznań) (submittedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Social Psychology › Emotional Intelligence and Performance
- Social Sciences › Education › Social Skills and Education
- Keywords
- emotional intelligence, positive psychology interventions, second language acquisition, savoring, learned optimism, pre-service teachers, language learners, affective learning
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