From Emotions to Expressions: Integrating Emotional Intelligence in English Pronunciation and Fluency Training

Abstract

This study sought to investigate the impact that the incorporation of emotional intelligence (EI) activities into English pronunciation and fluency training can have on the speaking ability of English as a Foreign Language (EFL) learners. A quasi-experimental pre-test/post-test control group design with 60 intermediate EFL learners in experimental and control groups was conducted. The experimental group was presented with a pronunciation and fluency training course supplemented with EI activities for 8 weeks, while an identical training course with no EI incorporation was conducted with the control group. Participants' pronunciation accuracy and speaking fluency were measured pre-and post-training with standardized oral tests, and EI level was measured with a valid instrument. The statistical analysis (independent-samples t-test) indicated that the experimental group outperformed the control group in pronunciation accuracy and fluency in the post-test. Furthermore, the Pearson correlation analysis confirmed that learners' EI level is positively related to pronunciation and fluency improvement. This implies that EI incorporation into pronunciation and fluency training can be effective in improving learners' oral production. In sum, the study highlights the central role of emotional aspects in second language acquisition and supports incorporating EI-based activities into the EFL curriculum to enhance speakers' competence.