Affective Factors of Emotional Intelligence in Learning English among Saudi Female EFL Students

This research study aimed to investigate how and what are the affective factors, main challenges, and recommendations among Saudi female EFL students in developing emotional intelligence for learning English. The study used a survey questionnaire to collect data from 80 participants, which were then analyzed using statistical methods. The results showed that higher levels of EI were positively correlated with better English language proficiency. The study also found that certain affective factors, such as empathy, self-awareness, and emotional regulation, were particularly important in predicting ELL outcomes. The different affective factors are assessed on different grading scales. Considering the statistical analysis, it could be determined that factors related to the English language, such as social skills, motivation (both intrinsic and extrinsic), emotional regulation, effective communication, empathy, self-confidence, self- and cultural awareness, and resilience, have a positive and affirmative influence on the beliefs of English language learners. On the other hand, when analyzing the main challenges faced by Saudi female EFL students in developing emotional intelligence for learning English a majority of students favored that it is challenging to use EI to manage stress and emotions while learning a second language. Therefore, cultivating EL could maintain motivation and enthusiasm for learning English. The study pointed out that learning a second language is a challenging task, and it becomes even more difficult when one has to navigate and adapt to cultural differences. The study strongly favored the integration of the affective factors in teaching as well. Research suggested that a supportive and encouraging environment, positive feedback and constructive criticism could enhance the EI of Saudi female EFL students learning English. With the use of EI, students felt supported and encouraged, and they were more likely to feel confident in their abilities and take risks in their language learning.