Yang Lei, Duan Manfu
Foreign Languages College, Inner Mongolia University, Hohhot, Inner Mongolia, China.
Heliyon. 2023 Jan 21;9(1):e13110. doi: 10.1016/j.heliyon.2023.e13110. eCollection 2023 Jan.
The role of emotions and intelligence in English as a foreign language (EFL) learners' academic performance has been widely approved in the literature. However, the role of emotional intelligence (EI) in facilitating the development of academic literacy of EFL students has been rarely (if any) examined. Inspired by this gap, the present conceptual study made an effort to review the theoretical and empirical underpinnings of EFL students' EI and academic literacy development. In doing so, it explicated the definitions, conceptualizations, dimensions, theoretical approaches, and empirical studies related to both constructs. Drawing on prior research, it asserted that the enhancement of EFL students' EI can foster the development of their academic literacy as it is the case with several other academic domains. The study ends with a set of suggestions for future research and practical implications for English teachers, students, and trainers, who can further realize the criticality of EI in academic contexts.
情感与智力在外语学习者学业成绩中所起的作用已在文献中得到广泛认可。然而，情商（EI）在促进外语学生学术素养发展方面所起的作用却鲜有（即便有）研究。受这一空白启发，本概念性研究着力回顾外语学生情商及学术素养发展的理论和实证基础。在此过程中，它阐述了与这两个概念相关的定义、概念化、维度、理论方法及实证研究。借鉴先前研究，该研究断言，提高外语学生的情商能够促进其学术素养的发展，其他几个学术领域亦是如此。研究最后为未来研究提出了一系列建议，并对英语教师、学生及培训师提出了实际意义，他们能够进一步认识到情商在学术环境中的重要性。
