Integrating emotional vocabulary in EFL education: a model for enhancing emotional intelligence in pre-service EFL teachers
Frontiers in Psychology,
Год журнала:
2025,
Номер
15
Опубликована: Янв. 27, 2025
This
study
investigates
the
role
of
emotional
vocabulary
in
fostering
intelligence
(EI)
among
pre-service
EFL
teachers,
focusing
on
Headway
series.
The
general
objective
was
to
quantify,
categorize,
and
classify
emotion
across
proficiency
levels
develop
a
systematic
teaching
model
enhance
EI
teachers.
A
mixed-methods
approach
employed:
quantitative
analysis
identified
categorized
using
established
lexicons,
qualitative
thematic
aligned
this
with
key
components
such
as
self-awareness,
regulation,
empathy.
To
model,
design-based
research
methodology
utilized,
incorporating
iterative
refinement
based
empirical
findings
expert
feedback.
Grounded
Goleman’s
Emotional
Intelligence
Theory,
revealed
progressive
increase
vocabulary,
more
complex
emotions
introduced
at
advanced
levels.
Positive
were
frequent
beginner
levels,
while
negative
neutral
increased
higher
stages,
supporting
self-regulation
empathy
development.
proposed
addresses
social
skills,
regulation
by
scaffolding
instruction
provides
structured
framework
equip
educators
linguistic
tools
necessary
for
effective
classroom
management
enhanced
student
outcomes.
holds
pedagogical
implications
teacher
training
programs,
recommending
that
be
integrated
into
education
improve
Язык: Английский
Strengthening Critical Thinking, Emotional Intelligence, Ethical Behavior, and Professional Commitment to Enhance Teacher Performance in Implementing the Independent Curriculum
JURNAL IQRA,
Год журнала:
2024,
Номер
9(2), С. 181 - 202
Опубликована: Дек. 22, 2024
The
teacher's
task
in
the
independent
learning
curriculum
was
to
prepare
a
implementation
plan,
compile
material,
assessments,
ensure
changes
student
behavior,
and
carry
out
evaluations.
However,
52%
of
students
visited
by
researchers
received
grades
below
standard.
article
determine
obstacles
difficulties
teachers
that
have
implementing
Independent
Learning
Curriculum.
used
mixed
methods
approach.
respondents
this
research
were
66
teachers.
Data
collection
techniques
surveys
with
instruments
been
developed.
This
instrument
assessed
on
Likert
scale
1
5
points.
observation,
interviews
10
teachers,
documents
related
indicators.
Analysis
data
technique
SPSS
Version
25.0.
Then
from
observations,
documentation
collected,
reduced,
coded,
diversified
conclusions
drawn.
As
result,
it
found
plan
incomplete,
teacher
did
not
material
himself,
assessment
method
yet
structured.
It
also
lacked
mastery
material.
From
survey
62.87%
teachers'
plans
comply
implementation,
68.53%
there
72.10%,
56.92%
behavior
54.20%
evaluate
Язык: Английский