This qualitative study explores the dynamic interaction among Trait Emotional Intelligence (trait EI), Foreign Language Anxiety (FLA), and Foreign Language Enjoyment (FLE) among Saudi university students learning English as a Foreign Language (EFL), with a particular focus on classroom speaking activities. Drawing on semi-structured interviews with 14 second-year EFL learners at Al Jouf University, the research investigates how different dimensions of trait EI—namely self-control, emotionality, well-being, and sociability—influence students' emotional responses during oral communication tasks. The findings reveal that students with higher levels of self-control, sociability, and well-being tend to experience lower anxiety and greater enjoyment, facilitating active classroom participation and communicative confidence. While FLA and FLE often coexist, learners with strong emotional competencies navigate between these states more effectively. Self-control emerged as the most influential EI dimension in regulating speaking-related stress. This study underscores the importance of integrating emotional intelligence training and social-emotional learning (SEL) into EFL pedagogy to promote emotional resilience and enhance language learning outcomes. By highlighting learners' emotional experiences in speaking activities, the study provides pedagogical implications for fostering supportive classroom environments that reduce anxiety and enhance enjoyment. It further suggests that teacher awareness of students' emotional profiles can inform more adaptive instructional practices. Ultimately, the research contributes to the broader understanding of affective factors in SLA, particularly within culturally specific educational settings like Saudi Arabia, and offers valuable insights for educators and policymakers seeking to optimize language learning experiences and outcomes.
Areej Radhi Alruwaili (Fri,) studied this question.