Abstract:
This study investigates the impact of emotional intelligence among first-year EFL students at the University of Ghardaia. The research aims to determine whether emotional intelligence influences students’ ability to speak confidently in English and to what extent it can reduce classroom speaking anxiety. A mixed-methods approach was employed, combining quantitative data collected through students’ and teachers’ questionnaires with qualitative insights obtained from classroom observations. The findings reveal that many students experience significant levels of speaking anxiety, primarily due to fear of making mistakes, negative peer evaluation, and low self-confidence. However, students with higher levels of emotional awareness and self- regulation reported lower anxiety and demonstrated greater participation in speaking tasks. Similarly, emotionally intelligent teaching practices such as encouragement, empathetic feedback, and maintaining a supportive classroom environment were found to positively influence student confidence and reduce anxiety. The study confirms the proposed hypotheses, indicating a strong link between emotional intelligence and reduced speaking anxiety in EFL contexts. Based on these findings, the study recommends the integration of EI strategies in language instruction to foster emotionally supportive learning environments and enhance learners’ oral communication skills.
