The impact of emotional intelligence on EFL learners’ academic achievement

Abstract

This study explores the relationship between Emotional Intelligence (EI) and academic performance among first-year EFL students at the University Center of Barika, Algeria. A mixed-methods approach was used: quantitative data were obtained from the Wong and Law Emotional Intelligence Scale (WLEIS) and students' GPA scores; qualitative data were collected through semi-structured interviews about learners’ experiences. Results showed a strong positive correlation (r = 0.87, p < .001), with emotion regulation and use of emotion as key predictors of success. Qualitative findings emphasized emotional regulation, motivation, and self-awareness as key to overcoming challenges. The study recommends integrating EI development into EFL pedagogy and educational practice, identifying EI as key to building resilient, motivated learners.      Keywords: Academic Performance; EFL Learners; Emotional Intelligence; Emotional Regulation; Wong and Law Emotional Intelligence Scale