A Gauge into Emotional Intelligence Enhancement in CALL and the Effects on Oral Skills, Personal Best Goals, and Self-efficacy among EFL Learners

Abstract

This study examined the impact of integrating Emotional Intelligence (EI) enhancement interventions into Computer-Assisted Language Learning (CALL) environments on English as a Foreign Language (EFL) learners' oral skills, Personal Best Goals (PBGs), and self-efficacy. Employing a sequential explanatory mixed-methods approach, the study involved two intact classes of grade 11 learners in Malaysia, with the experimental group receiving targeted EI enhancement activities within a CALL platform, while the control group received standard CALL-based instruction. Pre- and posttest measures, along with semi-structured interviews, were used to assess the effects of the interventions. The results revealed that the experimental group outperformed the control group on posttest measures of oral proficiency, indicating the effectiveness of EI-focused interventions in improving learners' oral skills. Furthermore, thematic analysis of the interviews identified themes related to the development of PBGs and self-efficacy within the CALL environment, highlighting the positive impact of EI enhancement on learners' goal-setting behaviors and confidence in language learning tasks. The findings underscore the potential of leveraging technology-enhanced language learning environments to promote the holistic development of learners' emotional, cognitive, and interpersonal competencies. This study contributes to the existing literature by providing empirical evidence of the interconnectedness between emotional factors, language learning outcomes, and learner motivation and engagement in CALL contexts. The study's implications for language teachers, materials developers, syllabus designers, policymakers, and suggestions for future research are discussed.