The Impact Of Pakistani ESL College Teachers’ Emotional Intelligence On Their Students’ ESL Proficiency, Self-Efficacy And Motivation

Abstract

The prime purpose of this research work was to find out the impact of Pakistani college teachers’ emotional intelligence on their students’ ESL proficiency, self-efficacy and motivation. This type of research studies had already been conducted with different variables and in different contexts. Previous studies mostly focused on students’ emotional intelligence and its effect on students’ academic achievement or head’s emotional intelligence and its effect of students’ academic achievements (Halimi & Alshammari, 2020). However, in this study the focus is on Pakistani college teachers’ emotional intelligence and its effect on their students’ ESL proficiency, self-efficacy and motivation. Besides, the variables chosen for the study were hardly touched in our context and the unique methodology adopted for the study made it even more valuable. The population of the study was interior Sindh, and the sample was 20 English medium private colleges of three districts i-e Khairpur, Sukkur and Ghotki. The data was collected from randomly selected 20 ESL teachers and 400 ESL students of second year class only. It was collected through questionnaires and IELTS based reading and writing test. To start with, a questionnaire, adopted from Alam and Ahmed (2017), was given to the English teachers to find out their emotional intelligence. Then, two separate questionnaires, adopted from Kim et al. (2021), and Kanoksilapatham et al. (2021), were given to the college students to find out the impact of teachers’ emotional intelligence on their self-efficacy and motivation respectively. It was followed by an IELTS based reading test, adopted from Cambridge IELTS Academics Book 16, and the writing tests adopted from Cambridge IELTS Academics book 14. These tests were conducted to measure students’ ESL proficiency. After conducting the test, the collected data was analysed through SPSS and Smart PLS. The finding of the research question one revealed that there was positive and significant relationship of teachers’ emotional intelligence and students’ ESL proficiency. Similarly, the findings of the research question two revealed that there was positive and significant relationship of teachers’ emotional intelligence and self-efficacy. Moreover, the results of research question three showed the positive and significant relationship of teachers’ emotional intelligence and motivation.