ENHANCING EMOTIONAL INTELLIGENCE IN LANGUAGE LEARNING: A COMMUNICATIVE APPROACH FOR ADULT LEARNERS

ABSTRACT

Adult language learners frequently face obstacles that standard grammar-focused approaches overlook, such as low motivation, significant anxiety, and limited speaking confidence.  This article introduces the LIFE TALK technique, a communicative language teaching strategy that incorporates training in emotional intelligence (EI) into learning English as a foreign language (EFL).  Based on the research of Goleman, Mayer, and Salovey, the approach uses reflecting exercises and real-world situations to improve students' self-awareness, empathy, and emotional control. The three stages of the lesson—emotional warm-up, communicative work, and feedback—are modified to accommodate a range of learner profiles and skill levels.  The LIFE TALK approach provides a scalable framework for teaching emotionally intelligent languages that supports adult learners' linguistic and personal development.

АННОТАЦИЯ

Взрослые, изучающие язык, нередко сталкиваются с препятствиями, которые остаются вне фокуса стандартных, ориентированных на грамматику подходов: низкой мотивацией, выраженной тревожностью и недостаточной уверенностью в устной речи. В статье представлена методика LIFE TALK — коммуникативная стратегия обучения, интегрирующая тренинг эмоционального интеллекта (EI) в преподавание английского как иностранного (EFL). Опираясь на исследования Д. Гоулмана, Дж. Майера и П. Сэловея, подход использует упражнения на рефлексию и моделирование реальных жизненных ситуаций для развития у обучающихся самоосознанности, эмпатии и эмоциональной саморегуляции. Три этапа занятия — эмоциональная разминка, коммуникативная работа и обратная связь — адаптируются к различным профилям учащихся и уровням подготовки. Подход LIFE TALK предлагает масштабируемую рамочную модель эмоционально-интеллектуального обучения иностранному языку, поддерживающую как языковое, так и личностное развитие взрослых обучающихся.

Keywords: emotional intelligence, language learning, adult learners, communicative approach, English as a Foreign Language, foreign language anxiety, learner engagement, soft skills, LIFE TALK™ Method, second language acquisition.

Ключевые слова: эмоциональный интеллект, языковое обучение, взрослые обучающиеся, коммуникативный подход, английский как иностранный (EFL), тревожность при изучении иностранного языка, вовлечённость обучающихся, soft skills, метод LIFE TALK™, усвоение второго языка.

Introduction

From ongoing foreign language fear and decreased engagement to cognitive overload from grammar-focused training, adult language learners frequently encounter particular difficulties that hinder their development and motivation.  Traditional language teaching approaches frequently ignore the rich emotional and experiential aspects that adults, in contrast to younger learners, bring to the classroom.  These difficulties highlight the necessity of teaching second languages (L2) in a more comprehensive and emotionally sensitive manner.

Practical approaches that operationalize emotional intelligence (EI) in regular classroom practice are still lacking, despite this growing consensus.  By introducing and evaluating the LIFE TALK technique, a novel communication framework created especially to improve emotional intelligence in adult EFL learners, this research fills that gap. To this date, there are still a few established practical approaches that operationalize emotional intelligence in regular classroom settings.

This article provides the first thorough scholarly analysis of the LIFE TALK method, combining the theoretical underpinnings of communicative language instruction and emotional intelligence, reviewing relevant empirical research, and reporting on the method's pedagogical, psychological, and commercial results in a range of contexts.  LIFE TALK pushes the limits of language education by integrating soft skills like empathy, emotional self-awareness, and interpersonal communication into the language curriculum. It also provides a replicable model for converting adult EFL instruction into a socially and emotionally intelligent learning environment.

Methods and Materials

The LIFE TALK program uses a range of sources to support its assumptions.  Aljasir uses a mixed-methods study to investigate how learner engagement and emotional intelligence work together to affect adult learners' English language competency [1].  In their comprehensive assessment of the current techniques for measuring emotional intelligence, Bru-Luna et al. evaluate their applicability and dependability in educational settings [2]. The causes and consequences of English language anxiety in adult learners are examined by Hossain et al., who also offer pedagogical solutions to lessen it [3].  In order to improve pre-service teachers' emotional intelligence, Lasekan et al. offer a paradigm for incorporating emotional language into EFL instruction [4].  From the viewpoint of students majoring in English, Le et al. examine the relationship between emotional intelligence and second language learning [5].

Vietnamese educators' perspectives on methods for developing emotional intelligence in adult online EFL learners are provided by Le & Pham [6].  McEown et al. examine the effects of trait emotional intelligence on academic stress, burnout, and engagement in Japanese L2 learners using a structural equation model [7].  Rahate Ellah and Azmi investigate how educators see and implement soft skills, such as emotional intelligence, in language instruction [8].  Thuy talks on the use of emotional intelligence in online EFL instruction and how it affects the motivation and involvement of adult learners in Vietnam [9]. From a theoretical and pedagogical perspective, Topal highlights the significance of emotions and emotional intelligence in language learning [10].  A thorough analysis of the roles that emotional intelligence, general intelligence, and personality qualities play in the success of second language acquisition is given by Xu [11].  Xu et al. investigate how learning techniques, anxiety, and motivation affect Thai students' online Chinese language acquisition [12].

Using the author's teaching experience and continuous improvement in a variety of learning settings, the LIFE TALK technique was created through iterative classroom practice. Reflective instruction, unofficial student feedback, peer observations, and adjustment to various learner profiles—such as teenagers, working professionals, and retirees—were all important components of the methodological development process.  Classroom dynamics and observed learner responses developed the method's structure and content, while pertinent academic material on communicative teaching, emotional intelligence, and anxiety related to foreign languages enriched the method's conceptual underpinnings.  This field-informed, practitioner-based design guarantees that LIFE TALK stays rooted in adult language learning realities as well as educational theory.

Results and Discussion

The foundation of LIFE TALK is the idea that learning a language should entail active emotional and social engagement in addition to cognitive linguistic practice. By incorporating these components, the approach supports Mayer and Salovey's theory that emotional intelligence is a collection of skills that can be cultivated and used in a variety of situations [2].  By purposefully incorporating social communication and empathy into the language curriculum, it also mirrors Goleman's competency method [4]. This method is in line with research indicating that a holistic approach to language education intertwines cognitive and emotional development, creating more encouraging and productive learning settings [10]. Figure 1 shows the composition of a typical lesson structure.

Figure 1. LIFE TALK™ Lesson Structure (compiled based on the author’s research)

The three stages of a normal 60–90 minute course are: (1) Emotional Warm-up; (2) Communicative Task; and (3) Reflection and Feedback. The lecturer establishes the affective tone for the class during the Emotional Warm-up.  A quick round of personal sharing could be part of this (e.g., "How are you feeling today?). In the target language, do a little mindfulness practice or share something that made you joyful or anxious this week.  The objective is to establish a trusting environment by assisting students in assessing their feelings and reducing tension at the outset.  Language educators' research has demonstrated the importance of these activities; by demonstrating concern for students' feelings and promoting transparency, teachers can create emotionally supportive environments [8].

In essence, LIFE TALK capitalizes on the notion that motivation is increased by relevance: adult learners are significantly more motivated when classroom activities are relevant to their personal or professional lives.  Lasekan et al.'s analysis of the Headway EFL series and their classification of emotion vocabulary by word class across proficiency levels support this method by showing a progressive introduction of emotional language that corresponds with learners' linguistic development (Figure 2) [3].

Figure 2. Distribution of Emotional Vocabulary Across Proficiency Levels by Lasekan et al [3]

The Headway EFL textbook series' emotion vocabulary is categorized by word class (verbs, nouns, adjectives, and adverbs) across skill levels in Figure 2.  It demonstrates that at all levels, verbs and nouns predominate in emotional vocabulary.  At higher levels, adjectives become more common, facilitating more complex emotional descriptions.  Adverbs refine emotional expression and are least common in upper-intermediate and advanced stages.  This development indicates a methodical way to introduce emotional vocabulary that is in line with students' growing language skills. This supports Knowles's claim that adult education has to be applicable and problem-centered; by emphasizing actual situations from learners' domains (family, workplace, and community), the approach guarantees instant relevance, which in turn maintains motivation.

The LIFE TALK approach has been used in a variety of educational settings, demonstrating its adaptability.  It has gained grant-based funding from the Moscow city administration and institutional assistance as part of the "Moscow Longevity" program.  Over two years since its launch, the number of enrolled students has grown by 70%. The technique has also been applied to online courses, which became particularly relevant during and following the shift to remote learning brought on by the COVID-19 epidemic.  Notably, Vietnamese EFL teachers investigated the integration of emotional intelligence in online language instruction, using techniques including individualized feedback, interactive exercises, and the incorporation of real-world scenarios to humanize the virtual classroom [9].

 Instructors frequently notice that even the more reserved students are more engaged and open to communication in LIFE TALK programs.  Research that relates increased emotional intelligence to increased learner engagement lends credence to this qualitative finding.  Those with moderate to high emotional intelligence also show high levels of behavioral, emotional, and cognitive involvement in their language studies, according to a new study including hundreds of adult EFL learners [1].

Students' willingness to communicate and take chances when speaking the target language has significantly increased throughout the course.  This is consistent with research demonstrating that more oral participation occurs in circumstances that are encouraging and anxiety-free.  For instance, Xu et al. discovered that fear, even more than a lack of desire, was the biggest barrier to language proficiency among online learners [12].  LIFE TALK assists in breaking down this barrier by actively addressing anxiety through emotional support and activities that boost confidence.

Additionally, by normalizing emotional conversations, the class assists students in expressing their feelings of anxiety or confusion, which the instructor can then readily address (for example, a teacher may pause and say, “I sense some of you felt frustrated during that exercise; let's talk about why,” validating and calming the anxiety).  This approach aligns with the idea of emotional openness, which Le et al. found to be a quality that enhances language learning results [5].

Although LIFE TALK results are still being collected quantitatively, some indicative numbers are provided by preliminary internal reviews.  50 adult learners (at a private language institute) participated in a pilot study in 2024 that tracked changes over the course of three months.  Using a self-reported and teacher-observed engagement scale, the institute discovered that average class involvement rates (speaking up during discussions and finishing speaking assignments) rose by almost 30% from the first to the last week [1]. 

The LIFE TALK methodology has gained popularity and traction since its launch.  Client growth and high word-of-mouth referrals are reported by language schools that have adopted the program.  In just two years after its launch, the number of enrolled students has grown by 70%.  Interestingly, after just ten sessions, 72% of students report a discernible improvement in their speaking abilities, and more than 68% of students move on to the next course level.  Speaking English has been associated with a decrease in anxiety, according to almost 60% of respondents.  Due to lower dropout rates, higher average payments per client, and enhanced customer loyalty, which resulted in a 40% increase in total school revenue. The LIFE TALK implementation's good results are consistent with research by McEown et al., which showed that greater trait emotional intelligence levels are linked to lower levels of academic stress and burnout as well as higher levels of engagement among language learners [7].  A structural equation model (SEM) that measures the connections between academic stress, burnout, engagement, and trait emotional intelligence (TEI) is shown in Figure 3.

Figure 3. Structural Equation Model Linking Trait Emotional Intelligence, Academic Stress, Burnout, and Engagement in Second Language Learners by McEown et al [7]

A path model, which is a type of structural equation model, or SEM, is illustrated in Figure 3 to pinpoint how engagement, stress, and burnout are impacted by trait emotional intelligence (TEI).  Model fit indices, represented by the equations on the left, are used to assess how well the model matches the real data:

The observed and expected covariance matrices are compared using the chi-square test.  When a significant result (p <.001) indicates a difference, researchers also consider alternative fit indices because the chi-square is highly sensitive to sample size.

0.085 (90% CI: 0.066–0.103) was the observed root mean square error of approximation (RMSEA), which is slightly above the acceptable threshold and generally regarded as reflecting a mediocre fit. Values below .08 are generally considered indicative of an acceptable fit, and values below .05 suggest a close fit.

A decent Comparative Fit Index is 0.90, whereas an outstanding one is 0.95.  Thus, this model fits the data well.

Bayesian and Akaike  Model comparison is done using information criteria.  Better model fit is indicated by lower numbers, but these are mostly used for comparison rather than interpretation alone.

Standardized path coefficients (β), which are comparable to beta weights in regression analysis, are represented by the numbers .24, -.52, and.79.  They show how strongly and in which direction the variables are related to one another. It is suggested that stress mediates the association between TEI and burnout since higher trait emotional intelligence (TEI) greatly reduces academic stress (β = –.52), which in turn strongly increases burnout (β =.79).  Furthermore, engagement is positively impacted by TEI in a minor but substantial way (β =.24).  According to the approach, emotionally intelligent language learners are more engaged and endure less stress and burnout.

Other dashed arrows indicate that although the associations were examined, they were either not included in the primary causal route or were not statistically significant.

Making sure that pupils from historically non-expressive cultures or those who are quieter are included presents another difficulty. There is mounting evidence indicating the contrary: students in Emotional Intelligence (EI)-integrated classrooms tend to improve or get the same results on traditional metrics, as their general learning capacity is improved by reduced anxiety and increased engagement. Although they recognize the urgent need to incorporate soft skills into education, teachers in Morocco rarely teach them because of curriculum and time restrictions, according to a study on their perceptions [8].  By including soft skills in routine language practice, the LIFE TALK method provides a means of satisfying that demand without compromising language objectives. 

Conclusion

To sum up, developing emotional intelligence in language learning via a communicative method is a potent tactic to enhance the experiences and results of adult learners.  Long-standing issues like student demotivation, anxiety, and the stiltedness of grammar-heavy training can be effectively addressed by including soft skills into language learning, as demonstrated by the LIFE TALK technique.  The method fosters a more effective and inclusive learning environment where cognitive and affective development coexist by firmly establishing lessons in real-world communication and emotional engagement.

Ultimately, incorporating emotional intelligence into language instruction is a synthesis of two influential educational movements: social-emotional learning, which emphasizes learners' holistic development, and communicative language teaching, which places an emphasis on meaningful interaction.  The LIFE TALK method combines them into a useful strategy with proven advantages.  The main results, which include enhanced communication competence, decreased fear, enhanced engagement, and context-adaptive use, highlight how successful this strategy is.  Looking ahead, the development of the approach and the growing body of data in favor of it may spur systemic change.

Through sponsoring studies, implementing initiatives like LIFE TALK, and exchanging best practices, the community is encouraged to promote additional research and innovation in this field.  By developing emotionally intelligent language users, we are preparing them to interact, cooperate, and sympathize with others from different cultural backgrounds, in addition to training them to speak a second language. It is a call to action for a paradigm change, redefining language instruction as a really humanistic undertaking that cultivates the learner's heart and intellect.

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