Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 4 -No. 4
DOI: https://doi.org/10.58995/redlic.rmic.v4.n4.a229 35 - 56
Flórez et al. Emotional Intelligence in the English Learning Process
10 - 2026
Artículo de revisión. Vol. 4 - Nro. 4, pp. 35 - 56. Diciembre 2026. E-ISSN: 2960-8015
Emotional Intelligence in the English Learning Process: A
Bibliometric and Systematic Review
La inteligencia emocional en el proceso de aprendizaje del inglés: Una
revisión bibliométrica y sistemática
Alba Milena Flórez González 1, Lewis Herney García Mora 2
1 Universidad Autónoma de Bucaramanga; aorez580@unab.edu.co.
Bucaramanga, Colombia.
2 Corporación Universitaria Minuto de Dios; garcia@uniminuto.edu.co.
Bucaramanga, Colombia.
¿Como citar?
Flórez González, A. M., & García Mora, L. H. (2026). Emotional Intelligence in the English
Learning Process: A Bibliometric and Systematic Review. Revista Multidisciplinaria Investiga-
ción Contemporánea, 4(4).35-56. https://doi.org/10.58995/redlic.rmic.v4.n4.a229
Recibido: 21-05-2026
Aceptado: 26-06-2026
Publicado: 01-10-2026
Nota del editor
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jurisdiccionales en mensajes publicados y aliaciones
institucionales.
Editorial
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Contemporánea (REDLIC)
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Este es un artículo de acceso abierto, bajo licencia
Creative Commons (CC BY 4.0) de Atribución 4.0
Internacional
https://doi.org/10.58995/redlic.rmic.v4.n4.a229
Revista multidisciplinaria
investigación Contemporánea ISSN-e: 2960-8015Vol. 4 -No. 4
DOI: https://doi.org/10.58995/redlic.rmic.v4.n4.a229 36 - 56
Flórez et al. Emotional Intelligence in the English Learning Process
10 - 2026
Abstract
Even though cognitive and technical skills are essential factors when learning a new language,
emotional intelligence plays an increasingly important role. Publications from Scopus and Web of
Science from 2015 to September 2025 were considered in this review, which starts with a bibliometric
analysis of 1224 articles to identify the dynamic and thematic evolution as well as the trends in
the study of emotional intelligence in the English learning process. Then, following the PRISMA
guideline, 52 articles were selected to know the methodologies and sample used and to recognize
the thematic categories they conducted. Findings show there is a growth of scientic publications
with a higher preference for empirical research over theoretical foundations. The analysis shows
a predominance for quantitative principles and university students over qualitative research and
school students which remain understudied. The analysis also presents ve categories linking
emotional intelligence to English learning.
Keywords: Emotional intelligence; English as a foreign language; learning process.
Resumen
Aunque las habilidades cognitivas y técnicas son esenciales al aprender un nuevo idioma,
la inteligencia emocional juega un papel cada vez más importante. Publicaciones en Scopus y
Web of Science del 2015 hasta septiembre de 2025 fueron consideradas en esta revisión, la cual
inicia con un análisis bibliométrico de 1224 artículos para identicar la evolución dinámica y
temática, así como las tendencias en el estudio de la inteligencia emocional dentro del proceso
de aprendizaje del inglés. Luego, siguiendo el protocolo PRISMA, se seleccionaron 52 artículos
con el n de conocer las metodologías y las muestras trabajadas y para reconocer las categorías
temáticas que abordaron. Los resultados muestran que hay un crecimiento de las publicaciones
cientícas con una preferencia alta por la investigación empírica más que por los fundamentos
teóricos. El análisis muestra una predominancia por principios cuantitativos y estudiantes
universitarios sobre investigaciones cualitativas y estudiantes de colegio, los cuales permanecen
poco estudiados. El análisis presenta cinco categorías que vinculan la inteligencia emocional con
el aprendizaje del inglés.
Palabras clave: Inteligencia emocional; inglés como lengua extranjera, proceso de aprendizaje.
contemporánea
1. Introducción
Emotional Intelligence (henceforth EI)
rst appeared in 1990 with Peter Salovey
and John Mayer. Authors such as Go-
leman (1995) explained it as the ability
people have to control their emotions and
reactions, understand others’ feelings,
and establish respectful relationships.
However, there is not a single meaning
referring to EI; in the last 35 years, there
have been dierent researchers studying,
trying to understand and dene the topic.
Mayer (2005) described it as the ability for
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Flórez et al. Emotional Intelligence in the English Learning Process
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reecting on emotions and using them
to organize the thinking process. Bar-On
(2006) argues that EI is an integrated set
of competencies and skills that inuence
people’s ability to understand and ex-
press themselves, establish relationships,
and face everyday life. Moreover, EI is un-
derstood as a measurable ability that uses
response patterns when facing problema-
tic situations (Mayer et al., 2016). Hamid
(2025), for his part, considers it as a part of
the human being, which can be modeled.
Hence, considering the growth of EI,
it has pervaded the educational eld.
Teaching and learning have been histo-
rically understood as integral processes
leading to knowledge; however, when
they integrate EI, they become meanin-
gful. Students with high levels of EI elu-
cidate, manage, and transform emotions
to avoid increasing the anxiety levels
present when learning (AL-Qadri and
Zhao, 2021). According to Santander et al.
(2020), EI supports students in stressful
school situations and helps them to cope
with hard decisions that come as peer or
social pressure.
As shown above, EI is closely related to
education, including the English as a fo-
reign language (henceforth EFL) learning
process. That is, self-awareness, self-re-
gulation, motivation, empathy, and so-
cial skills (Goleman, 2004) help at facing
aective factors like anxiety, nerves, and
stress while developing competencies in
a language dierent from the mother ton-
gue. Students with high EI control their
emotions, and it conveys a meaningful
EFL learning process since it is easier for
them to communicate what they feel and
understand others’ feelings too (Yang &
Duan, 2023).
Thus, this review has three main objec-
tives: 1) to analyze through a bibliometric
process the dynamic evolution of the stu-
dies related to EI in the EFL learning pro-
cess as well as the thematic development
in the eld of study; 2) to know, through a
systematic review, the methodologies and
sample used when doing research about
EI in the EFL learning process, determi-
ning the route that is following the eld
and identifying populations that remain
unstudied; and 3) to study the thematic
categories in which EI has been investi-
gated in relation to EFL in empirical re-
search.
2. Methodology
This review was focused on the explo-
ration of scientic literature published
in the last eleven years (2015-september
2025) and related to the integration of EI
into the EFL learning process. The review
was divided into two stages. First, a bi-
bliometric analysis using the Bibliometrix
R-package in order to identify the dyna-
mic and thematic evolution as well as the
trends in the eld of study. In a second
stage, a systematic review following the
PRISMA 2020 guidelines, which focused
on research methodologies, samples, and
categories.
Articles for the review were selec-
ted from Scopus and Web of Science, as
they are databases recognized interna-
tionally for their scientic and academic
excellence and accuracy. Besides, thanks
to their rigorous peer-reviewed process,
they oer high-quality articles that beco-
me a guarantee of integrity and validity of
practices and, at the same time, furnish re-
liable results to be considered for a review
(Mishra, 2025).
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Flórez et al. Emotional Intelligence in the English Learning Process
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2.1. Search Strategy
For facilitating nding information that
met the research objectives, the key con-
cepts were rewritten using the Scopus AI
tool to transform the natural language into
a computational keyword search. Then, it
was read and rened by the authors to get
the nal query: “emotional intelligence”
OR “emotional competences” OR “emo-
tional education” AND “English as a fo-
reign language” OR “English as a second
language” OR “English language lear-
ning” OR “English learning” OR “Engli-
sh” AND “students.” Finally, the query
was run on the databases in October 2025.
2.2. Eligibility Criteria
Considering the rst part of the review is
a bibliometric analysis to understand the
dynamic and thematic evolution as well as
knowing the tendencies in the study of EI
and EFL learning, inclusion criteria were
exible in order to have access to as much
information as possible. Table 1 shows the
eligibility criteria used during this stage
of the review. After completing the biblio-
metric analysis, more rigorous inclusion
criteria were added to avoid confusing
features compromising the reliability of
the outcomes. Table 2 shows the criteria
used for the systematic review.
Table 1. Eligibility Criteria for the Bibliometric Review
Inclusion Criteria
Studies conducted from 2015 to September 2025
Scopus subject area: Art and Humanities & Social Sciences
WOS category: Education—Educational Research
Table 2. Eligibility Criteria for the Systematic Review
Inclusion Criteria
Open/full access research articles
Language: English and Spanish
Articles considering the variables of the study: EI & English language learning
Population: English learners whose mother tongue is not English.
2.3. Data Collection Process
For the bibliometric study, data were co-
llected by applying the query and eligi-
bility criteria in Table 1, obtaining 1224
articles, which were analyzed. For the
systematic review, the eligibility criteria
described in Table 2 were applied, and 52
studies were selected. Figure 1 shows the
corresponding owchart.
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Flórez et al. Emotional Intelligence in the English Learning Process
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Figure 1. Flowchart
Records identied from*:
Scopus (n = 127)
Wos (n = 1124)
Total: 1251
Records screened:
(n =1 224)
Research articles
(n = 436)
Open/ Full Access Reports
(n = 832)
Language (n = 431)
Thematic Relationship: Population
& Variable-based reports
(n = 52)
Studies included in review
(n = 52)
Records removed before screening:
Duplicate records: (n = 27)
Reports excluded: Restricted/
Partial Articles (n = 392)
Reports excluded: Total (n = 5)
Turkish (n = 1), Russian (n = 1),
French (n = 2), Chinese (n = 1)
Population doesn’t meet the review
(n = 167)
Variables don’t meet the review
objectives (n = 212)
Reports excluded: Total (n = 396)
Reviews (n = 85)
Conference papers (n = 8)
Book chapters (n = 3)
Editorial material (n = 12)
Proceeding paper (n = 8)
Correction (n = 1)
Retraction (n = 1)
Early access (n = 278)
Identication of studies via databases and registers
IdenticationIncluded Screening
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3. Results
3.1. Bibliometric Analysis
Once applying the eligibility criteria in
Table 1, 127 documents from Scopus
and 1124 from WOS were exported and
analyzed using the Bibliometrix software.
During the process of merging collections,
27 duplicated papers were deleted for a
nal amount of 1224 documents. Figu-
re 2 shows the sustained and accelerated
growth of scientic production related to
EI and EFL learning processes.
Figure 2
Dynamic Evolution of Scientic Production
on EI in the EFL Learning Process
A second period from 2020 to 2024
with a marked expansion of research, ex-
pressed with a growth rate of over 300%
in scientic production. This exponential
increase suggests the strengthening of EI
as a variable inuencing EFL learning.
On the other hand, this period of time
coincides with the COVID-19 pandemic
and the early post-pandemic years, when
EI played an important role as a resour-
ce to cope with negative aective factors
caused by the lockdown as well as fear of
facing interpersonal relationships again
once life went back to normal.
Finally, information presented and rela-
ted to the year 2025 must be analyzed care-
fully since only scientic production up to
September was considered. Nevertheless,
it is possible to observe how the rate of
growth remains constant and it is feasible
that by the end of the year the highest level
of scientic production will be reached. It
would be an indicator for a stronger con-
solidation of the study of EI and its impact
on the EFL learning process. This research
and theoretical maturity pave the way for
conducting systematic reviews with higher
validity and reliability levels as well as lon-
gitudinal studies that identify patterns and
tendencies throughout time.
3.2. Literature review
3.2.1. Methodologies and Samples in
Research about EI and EFL
In order to know the main methodologies
and sample used when doing research
about EI and EFL learning and to deter-
mine the route that is following the eld
as well as the population that remains
unstudied, Table 3 presents the articles
analyzed with their corresponding me-
thodology and sample.
Note: Based on data obtained from Bibliometrix
Information shown in the gure was
analyzed in three main moments. A rst
period from 2015 to 2019 where it is possi-
ble to observe a moderate but progressive
production expressed in a gradual annual
publication increase. The studies are part
of an exploratory stage supported by theo-
retical frameworks related to EFL learning
and the recently emerging concept of EI.
Based on the information from Bibliome-
trix, and after the analysis it is possible to
conclude this period becomes crucial in
the foundation of the theory which will
contribute to the validity and reliability of
future studies.
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Table 3. Methodologies and sample range used when doing research about EI and EFL
# Research Article Methodology Sample (Educational
level)
1 EI as a Predictor of L2 Communication. Quantitative University level
2Trait EI and learning styles: the case of
Iranian English for Academic Purposes
learners.
Quantitative Postgraduate students
3Iranian EFL learners’ EIs, learning styles,
strategy use, and their L2 achievement.
Quantitative University students
4The Relationship between the EI and Rea-
ding Comprehension of Iranian EFL Im-
pulsive vs. Reective Students.
Quantitative High school students
5Social and EI: Empirical and theoretical
relationship.
Quantitative University students
6Does EI Depend on Gender? A Study on
Undergraduate English Majors of Three
Iranian Universities.
Quantitative Undergraduate and
graduate university stu-
dents
7Investigation of the relationship among
EI, foreign language anxiety, language
prociency, and achievement of Iranian
EFL learners.
Quantitative University students
8EI Enhancement Impacts on Developing
Speaking Skill among EFL Learners: An
Empirical Study.
Quantitative University students
9The Impacts of EI Enhancement on Ira-
nian Intermediate EFL Learners’ Writing
Skills.
Quantitative University students
10 Interrelationships of EI with the aware-
ness of request and apology strategies in
an EFL setting.
Quantitative University students
11 Trait EI and classroom emotions: A positi-
ve psychology investigation and interven-
tion among Chinese EFL learners.
Mixed methods University students
12 EI and its relationship to academic perfor-
mance among Saudi EFL undergraduates.
Quantitative University students
13 Trait EI, positive and negative emotions
in rst and foreign language classes: A
mixed-methods approach
Mixed Methods Secondary & Tertiary
students
14 Trait EI and second language performan-
ce: a case study of Chinese EFL learners.
Quantitative Postgraduate university
students
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15 Exploring Learning Styles and Oral Com-
munication Strategies and their Relations-
hip with EI of EFL Learners.
Quantitative University students
16 EI and self-regulated learning towards
English examination stress: A comparati-
ve study between primary and secondary
school students.
Quantitative Primary and secondary
school students
17 The relationship between EI and receptive
English skills of Tunisian IT students: A
preliminary study.
Quantitative University students
18 An investigation into the impact of emo-
tional quotient (EQ) on Iranian EFL lear-
ners’ language achievement.
Quantitative University students
19 EI and acquisition of English language
oral communication skills.
Mixed Methods University students
20 The eect of emotional scaolding on
language achievement and willingness to
communicate by providing recasts.
Quantitative University students
21 The relationship of metacognitive reading
strategies used by Saudi EFL learners and
their EI.
Quantitative University students
22 Interactions of trait emotional intelligen-
ce, foreign language anxiety, and foreign
language enjoyment in the foreign lan-
guage speaking classroom.
Quantitative Postgraduate EFL
learners.
23 Using EI in an EFL integrated writing as-
sessment.
Quantitative University students
24 EI as a predictor of EFL learners’ willing-
ness to communicate.
Quantitative University students
25 EFL students’ EI management when ta-
king speaking exams
Mixed Methods University students
26 EI and students’ academic achievement. Quantitative Basic school students
27 The predictive eects of classroom envi-
ronment and trait EI on foreign language
enjoyment and anxiety.
Quantitative - Secondary School
Students: 1,718
- University Students:
1,295
28 EI in Distance Learning: A case study of
English as a second language via distance
learning.
Mixed methods University students
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29 Joint Growth Trajectories of Trait EI Sub-
domains Among L2 Language Learners:
Estimating a Second-Order Factor-of-Cur-
ves Model with Emotion Perception.
Quantitative Postgraduate university
students
30 The predictive eect of trait EI on emotion
regulation strategies: The mediating role
of negative emotion intensity.
Mixed Methods University students
31 EI survey in the EFL classroom: teachers
and learners.
Qualitative Secondary school
students
32 The Impact of EI on Cognitive Strategy
Uses of Saudi EFL Students’ Vocabulary
Knowledge.
Quantitative Private language
institute
33 The Relationship between EI, Foreign
Language Anxiety, and Demotivational
Factors in an English Preparatory Lan-
guage Program.
Quantitative University students
34
The Eect of University Students’ EI, Lear-
ning Motivation, and Self-Ecacy on Their
Academic Achievement in Online English
Courses.
Quantitative University students
35 The Eects of EI on Students’ Foreign
Language Speaking: A Narrative Explora-
tion in China’s Universities.
Qualitative University students
36 Exploring the relationships among tea-
cher–student dynamics, learning enjoy-
ment, and burnout in EFL students: the
role of EI.
Quantitative University students
37 Impacts of Emotional Intelligence on Se-
cond Language Acquisition: English-Ma-
jor Students’ Perspectives.
Mixed methods University students
38 The relationship between trait EI and
English language performance among
Chinese EFL university students: The me-
diating roles of boredom and burnout.
Quantitative University students
39 Trait EI and foreign language performan-
ce: associations with academic
self-ecacy and foreign language
anxiety
Quantitative University student
40 EI and Engagement in Language Lear-
ning: A Mixed-Methods Exploration of
Their Impact on English Language Pro-
ciency
Mixed Methods - High school
- Bachelor’s degree
- Master’s degree
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41 Aective Factors of EI in Learning English
among Saudi Female EFL Students.
Quantitative University students
42 A structural equation modeling approach
in examining EFL students’ foreign lan-
guage enjoyment, trait EI, and classroom
climate.
Quantitative University students
43 The role of trait EI in predicting academic
stress, burnout, and engagement in Japa-
nese second language learners.
Quantitative University students
44 Speaking accuracy and uency among
EFL learners: The role of creative thin-
king, EI, and academic enthusiasm.
Quantitative University students
45 The Interrelationships of L2 Willingness
to Communicate, EI, Foreign Language
Classroom Anxiety, and Teacher Imme-
diacy.
Quantitative University students
36 Tapping the alphabets of learning-orien-
ted assessment: self-assessment, class-
room climate, mindsets, trait EI, and aca-
demic engagement are in focus.
Mixed Methods University students
47 How we are versus how we are feeling:
The role of EI and mood in reactions to
impoliteness in L1 and L2
Mixed Methods No specied
48 Chinese EFL College Students’ EI and Wi-
llingness to Communicate: A Latent Pro-
le Analysis.
Quantitative University students
49 How trait EI and emotions shape learners’
self-perceptions in the target language.
Mixed Methods Secondary & Tertiary
Students
50 The impact of an emotional literacy inter-
vention on students’ composing processes
in EFL integrated writing tasks
Mixed Methods University students
51 Beyond Universal Models: Predicting
Trait EI’s Context-Contingent Eects on
EFL Learners’ Attitudes, Motivation,
Anxiety, and Engagement.
Quantitative University students
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52 The impact of digital technology use on
EFL students’ English academic perfor-
mance: The mediating roles of EI and
learning engagement.
Quantitative High school
Table 3 establishes the predominance of quantitative research conducted to know the
relationship between EI and the EFL learning process. Quantitative research provides
tools to manage information objectively and make oriented decisions based on evidence
(Morán et al., 2025) . Qualitative analysis of experiences, motivation, and emotions in the
context has also been considered, although in a smaller size. Besides, there is a growing
presence of mixed-methods studies that collect and contrast qualitative and quantitative
data through triangulation processes.
tions in the brain to use the obtained in-
formation for behaving in society. To sim-
plify, cognition is important (Khodadady
& Hezareh, 2016); however, people who
can connect with their feelings and un-
derstand those of others are more likely
to develop a social ability to communica-
te in any language. In that regard, Aljasir
(2024) states that strengthening interper-
sonal abilities is linked to an improvement
in academic performance in the EFL pro-
cess. Teoh and Liau (2021) agree when sa-
ying that learning a new language may be
challenging, and in case students do not
develop their EI, they may feel isolated,
become frustrated, or leave the learning
process.
Academic performance requires mo-
tivation and self-control. Having this in
mind, Chen and Zhang (2022) highlight
the need for developing EI; they declare
the higher the levels of self-condence
and motivation, the better the academic
performance. Besides, Zokaee and Suzani
(2020) go beyond and state that informa-
tion goes rst to the emotional center of
the brain and then to the thinking part of
it. That is, people aware of their emotions
will drive them to achieve their learning
3.2.2. Thematic Categories in Studies
Related to EI in EFL Learning Processes
After a deep reading of the articles, ve ca-
tegories emerged to show how EI is linked
to EFL learning in empirical research. 1)
The link between EI and academic achie-
vement, 2) EI and language skills. 3) EI as
a resource to struggle with negative aec-
tive factors in the EFL process, 4) EI, lear-
ning strategies, metacognition, and 5) EI
and classroom climate.
EI and Academic Performance
For years, cognitive abilities were un-
derstood as the main factors related to
academic performance, and studies were
conducted to know how intelligent peo-
ple were depending on their IQ (Alavi &
Esmaeilifard, 2021). However, this con-
ception has changed, and learning is now
understood in an integral way, more than
just a cognitive competence (Saud, 2019).
And integrating aective domains that
are becoming increasingly important in
achieving goals in the learning process.
These domains are related to EI, de-
ned by AL-Qadri and Zhao (2021) as the
ability to understand and process emo-
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goals (AL-Qadri & Zhao, 2021). In the
same way, Thao et al. (2023) arm that EI
is a decisive factor when learning a new
language since self-condence and moti-
vation of students turn it into a rewarding
learning experience.
In spite of these studies that conrm
the direct relationship between EI and
academic performance, there are authors
who are cautious about making these
kinds of inferences. Jin et al. (2024) are
skeptical about the real impact of EI in the
foreign language learning process. They
argue that the eect is not signicant. Ra-
ther than improving academic performan-
ce, EI promotes self-ecacy, which is the
trigger to make learning happen. Chang
and Tsai (2022) agree and put self-ecacy
as the factor directly linked to academic
performance. In a slightly dierent way,
Shao et al. (2025), although they recognize
the role of EI, state that emotions contri-
bute but are not the unique factor in lear-
ning success.
EI and Language Skills
Learning English is related to developing
eective reading, writing, listening, and
speaking skills and is required for suc-
cessful communication. However, those
skills do not advance at the same time for
everyone. For that reason, it is necessary
to include a wider range of techniques
and approaches to facilitate the learning
process (Khasawneh, 2021). One of those
strategies may be the integration of EI. For
instance, texts with high emotional content
and subsequent writing activities foster
students’ reection (Ghanbari & Abdol-
rezapour, 2021) and promote meaningful
and accurate compositions. Furthermore,
writing about their own emotions makes
students aware of their feelings (Ebrahimi
et al., 2018). That is, just writing is not as
signicant as writing with an emotional
background. As stated by Abdolrezapour
and Ghanbari (2025), emotions act as a
connecting link between the writer and
the reader, providing a new and more me-
aningful sense to compositions.
People are in a constant wish to com-
municate (Dastgoshadeh & Javanmardi,
2021). Writing is a formal way to do it,
but speaking is more common. Conside-
ring this, speaking can also be improved
through the integration of EI. About that,
Ebrahimi et al. (2018) argue that every
time students talk, they are making de-
cisions and taking risks; for that reason,
they have to feel condent and motivated
to do it. Strengthening EI helps students
to be more uent since language is linked
to positive aective factors that inuence
the eectiveness of speaking (Gao et al.,
2025).
Consequently, when people are aware
of their emotions and use them in their
speech, they feel more comfortable, even
if they are using a foreign language (An-
drienko et al., 2020). In that regard, Ghe-
naati and Naeini (2019) state that langua-
ge users must be taught about how to use
the rules for eective communication, un-
derstanding that those rules do not relate
only to grammar but to management of
emotions because a higher willingness to
communicate emerges once students are
able to identify how they feel and why
(Zou & Park, 2024).
Bata and Castro (2021) also reect on
the importance of developing EI to help
students face challenging speaking situa-
tions such as oral exams. This is important
because there are students that use the
language in a proper way, but they are ex-
tremely nervous in speaking tests. When
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there is not such stress for the examina-
tions, students feel optimistic and willing
to talk (Zhang, 2023). So, the calling is to
make students so emotionally intelligent
that they feel relaxed and motivated to
speak even when they are evaluated. Pro-
moting self-awareness and social skills
may help students to communicate in a
more uent way (Wang et al., 2024).
Reading and listening skills have also
been considered to be improved through
EI. Tabrizi and Esmaeili (2016) conducted
research to understand the relationship
between EI and reading comprehension,
while Ouaja et al. (2020) included both
receptive skills in their studies. Findings
showed that reading and listening are
essential when communicating in Engli-
sh because they are in charge of getting
and analyzing the information. However,
these skills must be supported by aecti-
ve factors that contribute to a proper un-
derstanding and lead to eective answers
in written or spoken language. As a con-
clusion, integrating EI to the curriculum
may improve communication (Oz, 2015),
including productive and receptive skills.
●EI as a Resource to Struggle with
Negative Aective Factors
EFL learning requires strengthening the
emotional competence of participants
(Rashid & Malik, 2025). This is not imme-
diate; however, a positive starting point is
admitting that there are negative aective
factors inuencing the learning process
and understanding how EI can help deal
with them. For instance, learning anxiety
requires attention because, as it was said
by Mede and Budak (2021), it is the main
cause for demotivation in the learning
process. However, high EI, along with stu-
dents’ well-being, decreases the excessive
anxiety levels (Chen et al., 2024) and in-
creases students’ emotions and fosters de-
cision-making (Resnik & Dewaele, 2020).
Other aective factors risking EFL
learning are boredom and burnout; for
that reason, strengthening EI allows stu-
dents to recognize when they appear and
face them before they control the process
(Zhang et al., 2024). McEown et al. (2024)
suggest the mere recognition is not enou-
gh; it is necessary to apply contextualized
strategies to strengthen EI and reduce
burnout and boredom. Thus, EI may be
considered a mediator among students,
teachers, and the learning environment
to decrease negative aective factors (Li &
Zhang, 2024).
A third feature aecting EFL learning
is academic stress. On that subject, Owai-
dah (2024) states that learning a new lan-
guage is not an easy task since it comprises
grammar, linguistic rules, and knowing
and understanding a completely dierent
culture. In this case, when stress appears,
developing EI helps students to feel more
competent to face these challenges (Man-
zouri & Movahed, 2017). Management of
emotions allow understanding changes
(Meshkat & Nejati, 2017) and makes it ea-
sier to be open to new cultures (Taherian
et al., 2021).
Finally, it is important to emphasize
that negative aective factors will always
be present in the EFL learning process;
however, students with a high EI will deal
with them (Gao & Yang, 2023) by linking
emotions and the cognitive process posi-
tively (McNab & Mavrou, 2025). Unders-
tanding and managing emotions promote
the development of the self, allowing one
to face aective factors and their inuen-
ce in the language process (Resnik et al.,
2025).
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●Emotional Intelligence Learning
Strategies and Metacognition
It has been proved through research that
positive results in the EFL learning pro-
cess are directly related to the strategies
used by students to face the proposed
tasks (Afshar et al., 2016) as well as to the
cognitive strategies they apply (Tilwani et
al., 2022). Considering this perspective, EI
plays an important role in understanding
and adapting these strategies. It has been
widely shown that students with a high
EI are more likely to recognize their beha-
vior (Roohani et al., 2020) and develop a
metacognition process in a self-regulated
way setting up their own objectives (Ra-
meli & Sinivashom, 2020). Metacognition
is understood as the ability to be aware of
one’s own learning process and regulate
it according to personal needs (Algrai-
ni, 2022). That’s how understanding the
inuence of learning strategies and me-
tacognition in students is necessary for
teachers to develop an integral process
(Aliakbari & Abol-Nejadian, 2015).
●EI and Classroom Climate
Motivation and foreign language enga-
gement are inuenced by classroom cli-
mate (Wang & Wang, 2024). This climate
refers to the learning environment where
students learn English along with the re-
lationship with their teachers and class-
mates and how all these elements work
together. However, classroom climate can
become a double-edged sword in case stu-
dents feel uncomfortable because it pro-
motes self-sabotage environments where
motivation and learning decrease (Viñas
& Blanco, 2022). To avoid it, it is necessary
to think of strategies that promote a posi-
tive classroom climate, and EI becomes a
mediator to do so. In this regard, Li and
Xu (2019) express that thinking in a po-
sitive way, working on improving one’s
mood, and strengthening self-condence
can help improve the classroom climate.
Moreover, having good communica-
tion contributes to improving the rapport
between teachers and students, which
translates into more inclusive classes
where integral learning is promoted (Na-
maziandost et al., 2024). Finally, when
students work in a positive environment,
they are more likely to be engaged, and
negative aective factors such as anxiety
or boredom tend to disappear. They beco-
me more conscious and emotionally inte-
lligent individuals (Li et al., 2021).
4. Discussion
Considering the results from the biblio-
metric review to better understand the
dynamic evolution of the studies related
to EI in the EFL learning process as well
as the thematic development in the eld of
study from an evolutionary perspective, it
is possible to arm that there is a thematic
movement from descriptive studies in the
rst period of time analyzed to more spe-
cialized research in the last six years. This
pattern suggests that the scientic conso-
lidation of the eld is directed to integrate,
explain, and apply the knowledge about
EI in the language learning context. That
is, the bibliometric study conrms that re-
search of EI in the EFL context represents
a well-structured and powerful eld that
is expanding constantly. The analysis also
reveals that the annual growth rate streng-
thens the eld validity and proves the need
for constant reviews.
On the other hand, results referring to
the systematic review reveal that the aca-
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demic performance can be aected posi-
tively when including EI principles in it.
However, that is not taken as real for all
researchers, and there are studies that
show just an incidental eect of emotio-
nal factors in how students learn a foreign
language. It indicates a requirement for
continuing exploring the relationship be-
tween the aspects.
Another interesting point worth dis-
cussion is the way receptive and produc-
tive skills are included in the studies. In
that regard, speaking and writing, consi-
dered the most challenging skills when
learning a foreign language (Tovar Viera
et al., 2024), are receiving more attention
in empirical research. Unfortunately, re-
ceptive skills such as reading and liste-
ning need further investigation, as studies
related to them are limited. It is also possi-
ble to conduct studies to know the reason
for the distinction between skills when
integrating EI and how the predominan-
ce of investigation in productive skills can
bias the understanding of how EI helps to
improve language learning.
Besides academic performance and
language skills, aective factors including
anxiety, boredom, burnout, and stress
have an important place in research rela-
ted to the EFL learning process integrated
with EI. This is a still-open discussion be-
cause authors such as Gao & Yang (2023)
state that these factors will always be pre-
sent in the learning process, and EI can
act as a mediator to decrease their level in
students. However, for that to happen, a
guided process including students’ meta-
cognition and learning styles as well as a
proper classroom climate where students
can express themselves safely is required.
Finally, in spite of the positive results
found out from the analysis of the studies,
there are some limitations and bias that
should be considered. First, Table 3 shows
most of the studies have been conducted
with university students while children
and adolescents need further investiga-
tion. This gap becomes an opportunity for
applying the existing theory and creating
new hypotheses, including them. Even
more, later longitudinal studies could be
conducted to analyze and make compari-
sons in the way EI is perceived according
to age.
In terms of bias, it is important to hi-
ghlight that the studies selected for the
current review come from two databases,
and even though they are internationally
reliable, there are many other investiga-
tions published in dierent local databa-
ses that were not considered, and they mi-
ght contribute to the understanding of the
eld and the discussion laid out before.
5. Conclusions
This bibliometric and systematic review
shows how EI integrated into EFL lear-
ning has become an important eld of
study over the years and how it is in a
constant transformation from an experi-
mental phase to reach a maturity stage.
However, the systematic review recog-
nizes how research has been conducted
mainly following quantitative parameters
applied to university students, which ge-
nerates a gap that needs to be considered
with mixed-methods research that inclu-
des longitudinal studies and considers
children and adolescents as a sample pro-
le.
Lastly, ve strong categories in the
study of EI in the English learning pro-
cess have been identied. First, EI and
academic performance, where most in-
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Flórez et al. Emotional Intelligence in the English Learning Process
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vestigations support the positive inuen-
ce of emotions and their management in
language achievement. Second, EI and
language skills: understanding that the
integration of EI in productive skills such
as writing and speaking is wider than the
one related to reading and listening what
becomes a gap that needs further investi-
gation.
The third category, related to EI as a re-
source to struggle with negative aective
factors, shows how EI in the English class
can help decrease anxiety, boredom, and
burnout signicantly. The fourth identi-
ed category links EI to learning strategies
and metacognition. It conrms the crucial
role of understanding emotions to make
decisions in the learning process. Finally,
the classroom climate in the English lear-
ning process was studied, highlighting
that the identication and management
of emotions can support foreign language
enjoyment and the outcomes as a conse-
quence.
To sum up, there is a strong inuence
of EI in the English language learning pro-
cess since emotions facilitate communica-
tive competence through motivation and
interpersonal skills. However, it is possi-
ble that EI does not work in an isolated or
direct way; it may operate through varia-
bles such as aective factors, classroom
climate, and learning strategies. Thus, it is
necessary to understand that the EFL pro-
cess is multidirectional, and the last word
about factors inuencing it, including EI,
hasn’t been said yet.
6. Authors’ contributions
AMFG: Research conception and design;
development of the PRISMA protocol;
literature search, selection, and analysis;
manuscript writing; preparation of tables
and gures.
LHGM: Academic, conceptual, methodo-
logical, and theoretical guidance; critical
review of the content; contributions to the
discussion and conclusions.
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